Özet:

The aim of the study was to investigate the impact of thought experiments-based argumentation learning approach on 12th-grade high school students’ critical thinking skills in teaching basic organic chemistry concepts. Qualitative research design was conducted and 15, 12th grade high school students participated in the research voluntarily. Data were analyzed by content analysis. Arguments constructed by the students and field notes evaluating the whole process were used as data collecting tools. As a result of the analysis of the data, it was found that thought experiments-based argumentation in teaching basic organic chemistry concepts enhanced students' critical thinking skills via argument construction. As a recommendation of this research, the impact of thought experiments-based argumentation learning approach on students’ critical thinking skills on different subjects could be suggested.

Anahtar Kelimeler: