Abstract:
This study aims the aim of this study was to investigate the effect of Toulmin argumentation model (TAM),
epistemologically enriched Toulmin argumentation model (EETAM), and method suggested in Turkish Science
Curricula on the epistemological beliefs of 7th grade students and their views on this effect. In this context, while
the students in TAM group learned seventh grade structure and properties of matter unit through TAM; the
students in EETAM group learned seventh grade structure and properties of matter unitthrough TAM and then had
explicit discussions about epistemological belief dimensions. In the comparison group, students fallowed national
science curriculum and learned the same science topic through the method suggested in curriculum. Students’
epistemological beliefs were determined with epistemological belief scale. Also, students’ opinions about the
effect of TAM and EETAM were determined by semi-structured interviews. Therefore, embedded design of mixed
method researches was used. Two experimental and one comparison groups were included. The sample of the
study consisted of 98 students studying in a public school in Kayseri, Turkey. As a result of the study, there was a
significant difference only between the EEAM group and the comparison group in terms of epistemological beliefs.
The same results were reached in the qualitative findings. Therefore, it can be said that explicit discussions on
epistemological beliefs is more effective than inquiry-based teaching and method suggested in Turkish national
science curriculum. Thus, results expose that explicit teaching of epistemological beliefs helps students better
understand epistemic nature of scientific knowledge and learning.
