Özet:

A great many research was done by researchers in order to find out which educational technique is more efficient and what environmental conditions and circumstances are needed for science courses to be more effective and fruitful for students. As a result of such research, it has been observed that teaching methods and techniques for science teaching were being revised in the social context in recent years. In this context, argumentation in science teaching is a very significant method since it broadens visions of students, enables them to understand the nature of science and configure and develop the concepts of science. Therefore, the purpose of this study was to review national and international studies on scientific argumentation in education. The results of the studies revealed that scientific argumentation-based teaching could lead to positive outcomes for students in various topics such as gaining high level thinking skills, improving conceptual understanding, understanding the nature of science, developing positive attitude towards science, improving suitable proficiency for science education, increasing academic achievement, and improving research skills on scientific epistemology.

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