AN ARGUMENTATION BASED BLACK BOX ACTIVITY EXAMPLE ABOUT TRANSFORMATION OF ENERGY IN SCIENCE AND TECHNOLOGY EDUCATION

Abstract

Argumentation draws an ascending line in contemporary teaching-learning methods. Within argumentation applications the black box activity is considered to be efficient method. In this study, the black box experiment activity was applied on the topic Transformation of Energy with grade eight elementary students in Science and Technology course. This study particularly aims at answering the questions: "How is a black box experiment activity designed in science classes?" and "What are the students' views on black box experiment activity?". The argumentation was guided by the researchers during the activity. Semi-structured interviews were carried out at the end of the activity with 26 students in order to determine their views towards the activity, to identify the deficiencies and impediments and to improve it. Descriptive analysis was used to analyze the semi-structured interviews. The results analyses showed that black box activity was considered as a meaningful making, intriguing, challenging, enjoyable and motivating activity. With a well-planned black box activity, thinking, arguing and inquiry skills can possible to easily be acquired and improved