Abstract:

The aim of this research is to study the impact of the arguments-based scientific learning approach used in astronomy on the understanding of science learning and the approaches of science learning of 7th grade students. 20 students participated in the study and weak experimental patterns were used. During the collection of data, it was taken advantage of the "Fen Learning Concepts Survey", the "Fen Learning Approaches Inventory" and semi-configured conversations. The study found a meaningful difference between the student’s pre-test and final test scores in the sub-dimensions of the student’s understanding of science learning, ‘test solving’ and ‘understanding and different sights’. Similarly, the student’s surface science learning approaches have significantly differentiated the pre-test and final test scores from each other. These changes have been observed in the positive direction. Therefore, science teachers are advised to use the argument-based scientific learning approach in the teaching of astronomy subjects.

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