Abstract:

The aim of this study is to examine the effects of Problem Based and Argumentation Based Learning Methods on 10th grade students' achievement scores, Science Process Skills and Scientific Reasoning Skills in the context of "mixture". The study was designed as explanatory-sequential mixed method design. In quantitative part, nonequivalent pretest and posttest control group quasi-experimental design was used. In qualitative part of the study, open-ended questions were asked to students in order to get in-depth information about the methods. The study group was consisted of 61 10th grade students. Two experimental groups and one control group were constructed. While problem based learning method was used in experimental group-1, argumentation based learning method was used in experimental group-2. The data were collected by using three measures: Mixture Concept Achievement Test, Science Process Skills Test and Scientific Reasoning Test. All the scales were applied to experimental and control groups in the form of pre- and post-test. The results showed that argumentation and problem-based learning methods enhanced students' academic achievement and science process skills when compared with the current program. Moreover, argumentation based learning method developed students' scientific reasoning skills. Lastly, the argumentation-based learning method was found to be more effective in enhancing the students’ science process skills when compared to the problem-based learning method.

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