Abstract:

In this study, the aim of the study is to investigate the impact of the teaching based on arguments on the critical thinking skills of primary school 4th grade students Pre-test/first test uneven control group semi-experimental model of the research work group is designed to form a total of 40 students from two different branches studying in the Pınardere Primary School connected to the Mardin Ili Savur District in the 2017-2018 educational year. In the study, one of the groups formed a control group and the other a experimental group where the lessons based on argumentation were processed. As a data collection tool to measure students’ critical thinking skills; The Critical Thinking Scale, which consists of 17 articles developed by the Visitor (2014) is applied as a preliminary test and final test. The data received is SPSS 22. It was analyzed using the 0 statistical program and used the Wilcoxon-marked sequence test to compare the tests within the group with the Mann Whitney U test to determine whether there is a significant difference between the prior and final test results of the groups. The results are evaluated at the p = 0.05 level of meaning. When the research results are examined, the pre-test average from the experiment and control group is equal in terms of critical thinking skills between the groups, while the latest test results conclude that there is a significant difference in the benefit of the experiment group. According to these findings, arguments-based teaching has a significant positive impact on the critical thinking skills of students at the 4th grade of primary school. Keywords: argumentation, critical thinking, science education