Özet:

The aim of the study is to identify the effects of argumentation-supported 5E learning method on learners’ use of argumentation components and their opinions about argumentation. The study adopted case study design with the participation of 20 seventh-grade learners. The participant learners studied topics related to the environment through inquiry and argumentation-based activities. They were delivered worksheets that include argumentation strategies based on 5E learning method. The participant learners discussed topics on the environment with their peers in groups and prepared written arguments. The argumentation components used in these written arguments were analysed descriptively. The findings indicate that the activities increased the level of the learners’ use of argumentation strategies. The strategy that the participants found the most difficult in using was found to be competing theories-cartoons. In this strategy, the learners produced quality arguments by using all the argumentation components. The strategy that the learners found the most difficult was creating arguments based on scenarios. When discussing the situations in the scenarios, the participants had difficulties especially in using the argumentation components such as qualifier and rebuttal. In order to determine the opinions of the learners on the argumentation, pre and post-interviews were held with three learners who differed in their willingness to participate in the discussion. The findings obtained from the interviews show that the participant learners' views on argumentation improved after the implementations were conducted. In the last interview, the participants defined argumentation by referring to the argumentation components. The participants who described the argumentation process as difficult and/or boring in the pre-interview stated that the process was easy and fun after the implementations. When the views of the three learners’ from different willingness were compared, it was determined that the learners with the lowest willingness to participate in the argumentations developed the most. Based on the findings, it is suggested that inquiry and argumentation-based activities should be included in the teaching of environmental issues.

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