The effect of argumentation-based science teaching on the learning of nature of science concepts

The purpose of this study is to examine the effects of argumentation-based science instruction on students' understanding of the nature of science, their attitudes toward science, their academic achievement, and their changes in their argumentation skills. The use of a quasi-experimental design with a pretest-posttest control group constitutes the quantitative dimension of the study, while the analysis of data collected during the implemented activities through content analysis constitutes the qualitative dimension. A total of 66 8th-grade students participated in the study; 31 in the experimental group and 35 in the control group. The study was completed within the context of the DNA and Genetic Code unit over a total of 20 class hours over five weeks. The data collection tools in this study were the nature of science test, an attitude scale toward science, an academic achievement test, and argumentation activities. When the findings of the study were examined, it was concluded that argumentation-based science teaching was more effective than the teaching process based on the 2018 Science Curriculum in improving students' understanding of the nature of science, increasing academic achievement, developing positive attitudes towards science lessons, and improving their argumentation.