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The Role of Argumentative Writing in Teaching Controversial Issues: A Mixed Methods Research

Year 2022, Volume: 9 Issue: 1, 143 - 163, 15.03.2022
https://doi.org/10.33200/ijcer.1033411

Abstract

This study aims to examine the role of argumentative writing in teaching controversial issues in Social Studies education. We employed the convergent design, as a mixed methods approach. The sample consisted of 49 prospective Social Studies teachers. Data were collected through an attitude scale towards controversial issues, semi-structured interview forms, focus group interviews, and respondents’ diaries. The respondents were also asked to write argumentative essays on particular controversial issues (i.e., brain migration, technology, nuclear energy, and different types of government) in the Social Studies course. The written tasks were evaluated throughout the period. Descriptive and predictive analytics were used to examine the quantitative data, while content and descriptive analyses were made on the qualitative data, which were additionally analysed by MAXQDA 2020. A statistical significance was found between the respondents’ pre-test and post-test scores regarding controversial issues. It appeared that drawing on controversial issues was effective in developing certain skills such as researching, critical thinking, recognizing one’s own opinions, respecting different opinions, using scientific evidence, and making assessments. We believe that argumentative writing plays a critical role in developing these skills, which are likely to come out while teaching controversial issues. It could be assumed that writing argumentative essays is an alternative way for teachers to create a democratic classroom atmosphere while teaching controversial issues.

References

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Year 2022, Volume: 9 Issue: 1, 143 - 163, 15.03.2022
https://doi.org/10.33200/ijcer.1033411

Abstract

References

  • Abu-Hamdan, T. & Khader, F. (2014). Social studies teachers' perceptions on teaching contemporary controversial issues. American International Journal of Contemporary Research, 4(10), 70-78.
  • Aguirre-Mendez, C., Chen, Y. C., Terada, T. & Techawitthayachinda, R. (2020). Predicting components of argumentative writing and achievement gains in a general chemistry course for nonmajor college students. Journal of Chemical Education, 97(8), 2045-2056. doi.org/10.1021/acs.jchemed.0c00042
  • Allison M. Kroesch, Katherine N. Peeples, Courtney L. Pleasant & Yojanna Cuenca-Carlino (2021). Let’s argue: developing argumentative writing skills for students with learning disabilities, Reading & Writing Quarterly, Doi: 10.1080/10573569.2021.1970659
  • Anggraeny, E. & Putra, J. R. (2017). Critical thinking in students' Process of writing the argumentative essay. Journal of English Language Learning, 1(1), 92-108.
  • Apter, E. J. (2016). Current controversial issues in history classrooms: Two high school teachers' practices and views (Unpublished Doctoral Dissertation). Fordham University. ABD.
  • Arroyo, R., Fernández-Lancho, E. & Martínez E. (2021). Digital Competence in Learning Written Academic Argumentation, IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(1), 115-121, Doi: 10.1109/RITA.2021.3052678.
  • Avaroğulları, M. (2015). An Action research regarding controversial issues ın social studies instruction. E-Journal of New World Sciences Academy,10(2), 139-150. Doi:10.12739/NWSA.2015.10.2.1C0638
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  • Campbell, Y. C. & Filimon, C. (2018). Supporting the argumentative writing of students in linguistically diverse classrooms: An action research study. RMLE Online, 41(1), 1-10.
  • Can, A. (2017). SPPS ile bilimsel araştırma sürecinde nicel veri analizi (5. Baskı). Ankara: Pegem Akademi
  • Cannard, K. (2005). Embracing Controversy in the Classroom. Science Scope, 28(8), 14-17.
  • Chen, Y. C., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235-1276.
  • Cheng-Yu Fan. & Gwo-Dong Chen (2021) A scaffolding tool to assist learners in argumentative writing, Computer Assisted Language Learning, 34(1-2), 159-183, Doi: 10.1080/09588221.2019.166 0685
  • Chinn, C. A. (2006). Learning to argue. Collaborative Learning, Reasoning, and Technology, 355-383.
  • Collum, M. (2016). Academic freedom and the social studies educator. Social Education, 80(3), 186-186. Retrieved from www.socialstudies.org
  • Copur, A. & Demirel, M. (2016). Turkish social studies teachers’ thoughts about the teaching of controversial issues. JSSE-Journal of Social Science Education, 15(2), 80-95.
  • Cotton, D. R. (2006). Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational research, 48(2), 223-241. Doi: 10.1080/00131880600732306
  • Creswell, J. W. (2017). Karma yöntem araştırmalarına giriş (M. Sözbilir, Çev. Ed.). Ankara: Pegem Akademi.
  • Creswell, J.W. (2014). A concise introduction to mixed methods research. SAGE Publications, Inc.
  • Creswell, J.W. & Plano-Clark, V.L. (2007). Designing and conducting: Mixed methods research. Thousand Oaks, California: Sage Publication.
  • Çepni, Z. & Geçit, Y. (2020). Social studies teacher candidates' attitudes and views regarding socio-scientific issues. International Journal of Geography and Geography Education (IGGE), 42, 133-154.
  • Dearden, R. F. (1981). Controversial issues and the curriculum. Journal of Curriculum Studies, 13(1), 37-44. Doi: 10.1080/0022027810130105 Demircioğlu, İ. H. (2016). Using controversial issues in history lessons: Views of Turkish history teachers. Kastamonu Eğitim Dergisi, 24(1), 147-162.
  • Deniz, S. (2018). Teachers' opınıons on whether controversıal ıssues are ıncluded ın currıculum of elementary schools (Unpublished Master Thesis). Inonu University, Malatya.
  • Dewhurst, D. W. (1992). The teaching of controversial issues. Journal of Philosophy of Education, 26(2), 153-163. Diaz, C. R. (2017). Assessing the Impact of 6+ 1 Traits® of Writing on Improving Argumentative Writing Skills of Fifth Grade Students (Unpublished Doctoral Dissertation). University of South Alabama.
  • Dingler, M. (2017). Arguing for democracy: A multimodal approach to argumentative writing instruction in the social studies classroom. The Social Studies, 108(3), 111-119.
  • Drid, T. (2014). Exploring the use of through-argumentation and counter-argumentation in Arabic-Speaking EFL learners' argumentative essays. Arab World English Journal, 5(4).
  • Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
  • Duschl, R., Ellenbogen, K. & Erduran, S. (1999). Understanding dialogic argumentation among middle school science students. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
  • Dynneson, T. L. & Gross, R. E. (1985). An eclectic approach to citizenship: Developmental stages. The Social Studies, 76(1), 23-27.
  • Ebadi, S. & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study. Computer Assisted Language Learning, 31:5-6, 617-651, Doi: 10.1080/09588221.2018.1449757
  • Ersoy, F. (2013). Factors affecting the participation of social studies teacher candidates in discussions on controversial ıssues. Journal of Social Studies Education Research, 4(1), 24-48.
  • Fakhruddin, M. & Soekardjo, M. (2021). The Dilemma of teachers in teaching controversial ıssues of ındonesian history. In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020) (pp. 619-622). Atlantis Press.
  • Fan, C. Y. & Chen, G. D. (2021). A scaffolding tool to assist learners in argumentative writing. Computer Assisted Language Learning, 34(1-2), 159-183.
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There are 101 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Elif Meral 0000-0002-2560-0120

Fatih Kayaalp 0000-0001-7640-5045

Zeynep Başcı Namlı 0000-0003-2865-5976

Publication Date March 15, 2022
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Meral, E., Kayaalp, F., & Başcı Namlı, Z. (2022). The Role of Argumentative Writing in Teaching Controversial Issues: A Mixed Methods Research. International Journal of Contemporary Educational Research, 9(1), 143-163. https://doi.org/10.33200/ijcer.1033411

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