Abstract:

The objective of this study is to study the impact of the argument-based science learning (ATBÖ) approach on the achievements of fourth-class students in the unit "Power Effects" and the level of quality of the students' written argumentation in the courses processed with the ATBÖ approach. In the research, the quantum research methods used a semi-experimental research scheme with a pre-test-on-test control group. This study was conducted in a primary school located in the province of Konya during the 2017-2018 educational and educational year. The study included a total of 45 students who were studying in the fourth class. Data collection tools have been used as "Power Effects Unit Success Test" and "Holytic Argument Score Score Score". The result of the ANCOVA analysis found a significant difference in the benefit of the experiment group. The findings show that the ATBÖ approach has a positive impact on students’ success in the unit of “effects of strength”. To determine the level of quality of the student's written argumentation in the experimental group, the student's activity reports have been studied and concluded that the average of the total scores studied are in a "mediate level" quality. With the use of the ATBÖ approach, it can be said that it will be possible for students to increase the quality levels of written argumentation. Therefore, the level of quality of written argumentation is expected to increase with the academic achievements of students. In this context, the ATBÖ approach is recommended to be used in the teaching programs in primary schools and even in educational faculty.

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