Abstract:

The aim of this study is to examine the impact of Argumentation-Based Science Learning (ABSL) Approach on the metacognitive skills of gifted students. The research design follows a quantitative research methodology, utilizing a pretest-posttest control group design within an experimental framework. The study group consists of 44 gifted students from the eighth-grade level, selected through purposive sampling. Students from within this study group have been randomly assigned to the experimental and control groups. At the beginning and end of the study, metacognitive skills surveys were administered to both the experimental and control groups to determine intra-group and inter-group differences. The quantitative data collected in the research were analyzed using appropriate statistical methods in alignment with the research questions. According to the research findings, the lack of statistically significant difference in the metacognitive skills survey scores between the students indicates that the ABSL approach has no substantial impact on the metacognitive skills of the students.

Keywords: