Abstract:

The purpose of this research is to determine whether the argumentation-based learning method has an effect on 7th-grade social studies students’ academic achievement. This research was conducted with 78 students of the 7th grade social studies classes attending a secondary school in the 2016-2017 academic year.In the study, “unequalized control group design” was applied. The study, with experimental and control groups, was carried out in the "Bridges Between Countries" unit. In the experimental group, topics in the unit were covered by employing the argumentation-based learning method. In the control group, unit topics were covered with traditional methods (narration method and question-answer method). The data obtained by academic achievement tests were analyzed by "T Test for Unrelated Groups" and Ancova Analysis. At the end of the research, it was observed that there was a significant difference in favor of the control group in terms of ABT pre-test mean scores. There was a significant difference in favor of the experimental group in terms of ABT post-test mean scores. It has been determined that the argumentation-based learning method contributes positively to students’ academic success.

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