Abstract:

The purpose of this study was to investigate the effects of the argumentation-based science learning approach on students’ academic achievements and examine student views about use of this approach in social studies. We used a mixed methods research design to document changes as a result of an argumentation-based science learning approach implementation. The participants were 94 seventh grade students from three different classrooms of a middle school in Erzurum, Turkey. We developed the Population in our Country Academic Achievement Test to collect quantitative data before and after the implementation, and used a semi-structured interview form to collect quantitative data after the implementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey test statistical data analysis methods, we analyzed the quantitative data. Then, we used content analysis method to analyze the qualitative data. Results of the quantitative data analysis showed that there was no statistically significant difference between academic achievements mean scores of the students in the experimental and control groups in the pre-test. However, after the implementation, there were statistically significant differences between groups indicating that academic achievement mean scores of students in the experimental group was statistically higher than those students in the control groups in the post-test. Results of the qualitative data analysis indicated the argumentation-based science learning approach activities helped students understand subjects better, facilitated their learning, provided permanent learning opportunities, increased their interest and attitudes towards the course, and enhanced their success in social studies. These results suggested that implementing the argumentation-based science learning approach in social studies was effective in enhancing students’ academic achievement and resulted in developing positive views of students about the approach

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