Özet:

The objective of this research is to determine the influence of independent studies by experimental methods that reveal the impact of arguments-based science learning on student academic achievements and scientific process skills. In this context, individual studies have been studied between 2007 and 2015. From the studies that can be achieved as a result of the literature scan, the arguments based on science learning, academic success and scientific process skills in Turkey have been studied. The studies were conducted through the coding form and according to the inclusion criteria and the individual studies were combined with the meta analysis method. 27 studies (40 comparisons) on the impact of arguments-based learning on academic success in science education and 15 studies (19 comparisons) on the impact of arguments-based learning on the scientific process skills were included in the meta analysis process. The research has concluded that arguments-based science learning has a positive and very broad impact on academic success, and arguments-based science learning has a positive and very broad impact on the scientific process skills. The scale of the impact of academic success has been achieved to be between 5-6 weeks in the publication-type doctoral theses, high school, physics in the course and application period. Scientific process skills have been determined to have impact sizes; in the type of publication in the doctoral theses, in the educational stage in high school and in the course field in chemistry.

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