OJER Home

2021 - Volume 5 - Number 2

The Effect of Classroom Debate Activities on Pre-service Teachers’ Argumentativeness

Kübra Şengül * kubraturkersengul@gmail.com * ORCID: 0000-0002-0307-9805 * ResearcherID: AAS-9699-2021
Nevsehir Haci Bektas Veli University, Education Faculty, Nevsehir, TURKEY

Ahmet Demirel * ahmetdemirel38@hotmail.com * ORCID: 0000-0003-2249-565X * ResearcherID: AAS-9662-2021
Nevsehir Haci Bektas Veli University, Education Faculty, Nevsehir, TURKEY

Open Journal for Educational Research, 2021, 5(2), 119-130 * https://doi.org/10.32591/coas.ojer.0502.01119s
Received: 29 April 2021 ▪ Accepted: 21 June 2021 ▪ Published Online: 22 August 2021

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.

KEY WORDS: debate activities, argumentativeness, discussion skills.

CORRESPONDING AUTHOR:
Kübra Şengül, Nevsehir Haci Bektas Veli University, Education Faculty, Nevsehir, TURKEY. E-mail: kubraturkersengul@gmail.com.

REFERENCES:

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd edition). New York: Wiley.

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.

Cin Şeker, Z. (2020). Attitudes of Turkish teacher candidates towards discussion. Journal of Language and Linguistic Studies, 16(2), 993-1005. https://doi.org/10.17263/jlls.759355

Creswell, J. W., & Clark, V. L. P. (2018). Karma yöntem araştırmaları tasarımı ve yürütülmesi [Designing and conducting mixed methods research]. (Çev. Ed. Dede, Y. & Demir SB)Ankara: Anı Yayıncılık.

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2008). Using discussion pedagogy to enhance oral and written communication skills. College Teaching, 56(3), 163-172. https://doi.org/10.3200/CTCH.56.3.163-172

Demir, M. K., Şahin, Ç., & Tutkun, T. (2016). Sosyal bilgiler dersi için sınıf öğretmeni adaylarının münazara konusu oluşturma becerilerinin değerlendirilmesi [Analyzing candidate classroom teachers’ skill of identifying a subject of debate in social studies course]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (32), 51-66. Retrieved from https://dergipark.org.tr/en/pub/ataunikkefd/issue/26879/282678.

Gall, M. D., & Gillett, M. (1980). The discussion method in classroom teaching. Theory Into Practice, 19(2), 98-103. https://doi.org/10.1080/0040584800954288

Göçmez, B. (2016). İlkokul 4. sınıf sosyal bilgiler dersinde münazara tekniğinin ders başarısı ve eleştirel düşünmeye etkisi [The effect of the debate technique in the primary school 4th-grade social sciences course on the coursesuccess and critical thinking]. Unpublished Master’s Thesis, Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale.

Güneş, F. (2012). Öğrencilerin düşünme becerilerini geliştirme [Improving the thinking skills of students]. Türklük Bilimi Araştırmaları, (32), 127-146. Retrieved from https://dergipark.org.tr/en/download/article-file/157123.

Hamilton, M. A., & Mineo, P. J. (2002). Argumentativeness and its effect on verbal aggressiveness: A meta-analytic review. In M. Allen, R. W. Preiss, B. M. Gayle & N. Burrell (Eds), Interpersonal communication research: Advances through metaanalysis (pp. 281-314). Mahwah, NJ: Lawrence Erlbaum.

Huerta, J. C. (2007). Getting active in the large lecture. Journal of Political Science Education, 3(3), 237-249. https://doi.org/10.1080/15512160701558224

Infante, D. A., & Rancer, A. S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46(1), 72-80.  https://doi.org/10.1207/s15327752jpa4601_13

Infante, D. A., Trebing, J. D., Shepherd, P. E., & Seeds, D. E. (1984). The relationship of argumentativeness to verbal aggression. Southern Speech Communication Journal, 50(1), 67-77. https://doi.org/10.1080/10417948409372622

Kinneavy, J. A. (1971). A theory of discourse: The aims of discourse. Englewood Cliffs, NJ: Prentice Hall.

Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.

Kuhn, D., Wang, Y., & Li, H. (2010). Why argue? Developing understanding of the purposes and values of argumentive discourse. Discourse processes, 48(1), 26-49. https://doi.org/10.1080/01638531003653344

Ocak, G., & Karakuş, G. (2015). Öğretmen adaylarının tartışma becerilerine yönelik tutumları [Pre-service teachers’ attitudes towards the ability of discussion]. Trakya University Journal of Social Science, 17(2), 153-170. Retrieved from https://dergipark.org.tr/en/download/article-file/321304.

Ocak, G., Karakuş, G., & Ocak, İ. (2018). Öğretmen adaylarının tartışma becerileri ile iletişim becerileri arasındaki ilişkinin incelenmesi [Investigating the relationship between disscussion and communication skills of pre-service teachers]. Trakya University Journal of Social Science, 20(1). https://doi.org/10.26468/trakyasobed.437704

Pollock, P. H., Hamann, K., & Wilson, B. M. (2011). Learning through discussions: Comparing the benefits of small-group and large-class settings. Journal of Political Science Education, 7(1), 48-64. https://doi.org/10.1080/15512169.2011.539913

Sarıgöz, O. (2013). Sınıfla ve grupla tartışma yöntemlerinin meslek yüksekokulu öğrencilerinin akademik başarılarına etkisi [Class and group discussion methods effect of higher vocational school students’ academic achievement]. Electronic Journal of Vocational Colleges, 3, 100-106. Retrieved from https://dergipark.org.tr/en/download/article-file/62560.

Tokdemir, M. A. (2013). Ortaöğretim tarih dersinin öğretiminde tartışma yöntemine ilişkin öğretmenlerin görüş ve uygulamaları [Teachers’ opinions and applications for the use of discussion method in secondary history courses: Sample of Ankara]. Unpublished Dissertation, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Turunç, Ö., Eser, H. B., & Dinç, M. (2018). Tartışmacı tutum ölçeği kısa formunun Türkçe geçerlilik ve güvenilirlik analizi [The analysis of Turkish validity and reliability on the short version of argumentativeness scale]. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 9(16), 731-759. https://doi.org/10.26466/opus.480175

Vázquez, S. M. (2002). Argumentative text: An instructional proposal. Thinking: The Journal of Philosophy for Children, 16(1), 18-22. https://doi.org/10.5840/thinking20021614

Yeşil, R. (2004). Öğrenci ve öğretim elemanlarının tartışma tutum ve davranışları arasındaki ilişki [The relation between the discussion attitudes and behaviors of instructors and students]. Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 5(2), 195-208. Retrieved from https://dergipark.org.tr/en/download/article-file/1336988.