Özet:

The aim of this study is to develop the critical thinking skills of high school students with arguments-based teaching in which chemical education uses thought experiments. In the study, quality research patterns were used for action research. The participants of the study are 33 ninth-class students studying in an institution of secondary education in the province of Ankara. As a data collection tool, the camera records and the teaching directory work leaves have been used. The process of data collection is three stages. In the first phase, students discussed 12 original thought experiments in a social dialectic context; they presented data, justification and support to their claims, they structured distortions on situations where their claims and reasons were not valid, and they presented claims against the claims of others. In the second phase, in a social dialectic context, they produced original thought experiments in parallel with the achievements of the first phase thought experiments. In the last phase, they have structured the first phase of thought experiments as arguments with mental dialectic argumentation. The data is analyzed by content analysis. The study found that the teaching based on argumentation in chemistry in which thought experiments are used, the high school students developed the skills of argumentation with social dialectic argumentation, and the skills of structuring thought experiments as arguments with mental dialectic argumentation. Students have developed state structuring skills that require judgment with the thought experiments they structured during social dialectic argumentation. Critical thinking skills have also been developed through the development of student’s arguments and arguments skills. Different contexts that enable the development of critical thinking skills for further research have been discussed by suggesting.

Anahtar Kelimeler: