Akademik Veri Yönetim Sistemi
JOURNAL OF BALTIC SCIENCE EDUCATION, cilt.22, sa.2, ss.192-203, 2023 (SSCI)
The effect of online
argumentation and reflective thinkingbased science teaching on sixthgrade students’ epistemic cognition,
metacognition, and logical thinking was
explored in this study. The research was
carried out in the 2020-2021 academic
year when all teaching was online due to
Covid-19. Students in the study sample
were mostly from middle-class families.
Students were divided into two groups
for one semester; one received online
argumentation and reflective thinkingbased science teaching (experimental
group) whereas the other received only
online science teaching (control group).
The exploratory factor analyses yielded
two factors for epistemic cognition and
metacognition questionnaires whereas
the logical thinking test was found to
be unidimensional. According to the
results, experimental group students
scored higher than control group students
in post-test regulation of cognition
and logical thinking. In addition, the
experimental group developed knowledge
of cognition, regulation of cognition, and
logical thinking during the intervention.
Although the experimental group scored
higher than the control group on the set
of post-test epistemic cognition factors,
this significance did not appear amongst
individual factors. As for the implications
of this study, elements of distance
learning that may have contributed to the
development of students’ cognitive abilities
were discussed