Abstract:

In this study, the influence of the argument-based scientific learning approach (ATBÖ) on high school 6th grade students' conceptual understanding of subjects in the subject structure unit of the material and their opinions on the use of the demonstrations in the field. 37 students participated in the study that applied the simple experimental method. In the study, the two-stage concept success test and display survey were used as data collection tools. While the data obtained from the concept success test and presentation survey are analyzed using the related sample t test, the ANCOVA was made for the results obtained from the concept success test and presentation survey of male and female students. As a result of the study, the student’s conceptual achievements and opinions about the performance showed a statistically significant difference in favour of the final test. When girls and boys study the pre- and final test conceptual achievements and views on the performance, the pre-tests found a significant difference in favor of girls and boys, while the latest tests did not find a statistically significant difference in terms of gender. Moreover, it has been revealed that when they use multiple shows, students prefer to use multiple shows because they learn the information better and remember it easier, they organize the ideas more effectively. It has also been determined that multi-presentations are preferred by students because they help them communicate ideas more accurately and be understood by others.