THE EFFECT OF ONLINE ARGUMENTATION AND REFLECTIVE THINKING-BASED SCIENCE TEACHING ON SIXTH GRADERS’ COGNITIVE ABILITIES
نویسندگان
چکیده
The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students’ epistemic cognition, metacognition, logical thinking was explored in this study. research carried out the 2020-2021 academic year when all due to Covid-19. Students study sample were mostly from middle-class families. divided into two groups for one semester; received (experimental group) whereas other only (control group). exploratory factor analyses yielded factors cognition metacognition questionnaires test found be unidimensional. According results, experimental group students scored higher than control post-test regulation thinking. In addition, developed knowledge during intervention. Although set factors, significance did not appear amongst individual factors. As implications study, elements distance learning that may have contributed development cognitive abilities discussed. Keywords: argumentation-based teaching, learning, thinking,
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ژورنال
عنوان ژورنال: Journal of Baltic Science Education
سال: 2023
ISSN: ['1648-3898', '2538-7138']
DOI: https://doi.org/10.33225/jbse/23.22.192