Abstract:

This study aims to determine the direction and level of the relationship between the argumentation levels of the students in the argumentation activities developed on the topics of biodiversity and human-environment interaction and the correct answering of the skill-based achievement test questions developed for this subject. Moreover, activities that cover different skills were developed in order to analyze the research in-depth, and whether each had an effect on the skill-based test scores was analyzed. The research was conducted with 40 fifth graders who attended distance education in the 2020-2021 academic years. As data collection tools, the structured questions in skill-based testing and argumentation activities were used. The answers in the argumentation activities were scored using the Argumentation Assessment Model Scale in Turkish. As a result of the research, a positive and significant relationship was found between the scores, which the students received from the argumentation activities, and the correct answers that they gave to the skill-based questions. In addition, when the total scores of the argumentation activities and the scores obtained from each activity were examined separately, it was determined that there was a significant difference in the achievement of the skill-based test. The obtained results revealed that argumentation activities in a field that requires data-based discussion studies, such as the subject of biodiversity, are effective in the skills students' making inferences, reasoning, and evaluating scientific data

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