Investigation of the effect of the application of the development of argumentation - supported cooperative learning methods on the genetics of a modified organization (GMO) on the academic achievements of the ten years students

In this study, it has been investigated whether the teaching organized in accordance with the argumentation supported cooperative learning method has an effect on the academic achievement in the 10th grade students in Biology course. The study was carried out in the spring semester of the 2017-2018 academic year in an official secondary school in the Çukurova district of Adana province. 69 students 34 in the experimental group and 35 in the control group were included in the study group. The study lasted 7 weeks. Lessons were carried out in the experimental group by the argumentation-supported collaborative learning method and in the control group by the 2017 MEB Biology curriculum. Test Genetically Modified Organisms Achievement Test (GDOBT) grup was used as a pre-test and post-test in the experimental and control groups. In conclusion, in terms of GDOBT posttest scores, the arithmetic mean of the GDOBT final test scores of the experimental group using the argumentation-supported cooperative learning method was found to be higher than the GDOBT posttest scores of the 2017 MEB curriculum. It was determined that this difference and the argumentation supported cooperative learning method were more effective than the 2017 MEB curriculum. Keywords: Argumentation, cooperative learning, academic achievement, 2017 MEB curriculum