Abstract:

The main objective of this study is to explore the effects of arguments-based teaching on students’ achievements in the science units “force, business and energy”. This study is 84 high school 7. It was performed with the student. According to the purpose of the study; a success test that covers the subjects "Power, Business and Energy" was applied as a preliminary test to students of 7th grade who studied in different branches of a state school operating in the Diyarbakır province center. By analyzing the data obtained in the application, two groups were selected without a statistically meaningful difference between them. One of these groups was designated as a experimental group and the other as a control group. The control group students and the courses were processed by doing the events provided in the current curriculum while the courses in the experiment group were processed by doing the arguments-based teaching. At the end of the study, the argument-based teaching was found to contribute students of 7th grade to understanding the relationship of "force, business and energy". In addition to these tests, the "student interview form" was applied in order to determine the opinions of students in the experimental group on the arguments-based teaching. The study of the answers to the questions in the interview form found that the students believed that they adopted the arguments-based teaching and that their application in other courses would contribute to them.

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