Özet:

This study investigates the effects of socio-scientific subjects taught within the scope of argumentation-based education supported by the storytelling technique on the development of 8th-grade students' critical thinking skills, attitudes towards science, and argumentation levels. As socio-scientific topics, the beneficial and harmful aspects of establishing hydroelectric power plants, wind turbines, and nuclear power plants are discussed. Convergent parallel design from mixed method research was used in the research. The easily accessible sample group consists of a total of 38 students studying at a public secondary school and 8th grade in the 2021-2022 academic year in Erciş District of Van. We used the “Critical Thinking Tendency Scale”, “Attitude Scale Towards Science and Technology”, and “Argumentation Evaluation Rubric” as data collection tools. As a result of the research, there was no significant difference between the pre-test and post-test science attitude mean scores of the experimental and control group students on socio-scientific issues. There was a significant difference between the critical thinking skill scores. In addition, as another result, it is thought that handling socio-scientific issues with the method of storytelling contributes positively to the development of students' argumentation levels. Longer-term qualitative studies can be carried out to improve students' argumentation levels at a higher level.

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