Investigating the effect of argumentation-based teaching on 5th grade students' science learning skills, academic achievement and attitudes toward science course

The aim of this study is to teach the achievements in the 'Matter and Change' unit with activities prepared in accordance with the argumentation method; The aim of this study is to investigate the effect of 5th grade students on their science learning skills, academic achievement and attitudes towards science lesson. In the 2023-2024 academic year, the sample was a 5th grade student studying at a public school in Çobanlar district of Afyonkarahisar province. The class consists of students. The study was carried out with the participation of a total of 50 students, 25 students in the experimental group and 25 students in the control group, and was completed in a period of 10 weeks. The argumentation method was used in the experimental group and the traditional method was used in the control group. In the study, pre-test-post-test control group model and quasi-experimental design method, which is one of the quantitative research methods, were used. "Science learning skill scale", "academic achievement test" and "Attitude scale towards science course" were applied to the experimental and control groups as pre-test and post-test, and semi-structured interviews were conducted with the experimental group students. 1 month after the completion of the study, the academic achievement test was applied to both groups again in order to measure the permanence of the knowledge gained. According to the results of the pre-test, the Shapiro-Wilk test was applied to measure whether the data obtained from the two groups showed normal distribution and it was concluded that the groups were homogeneously distributed. According to the results obtained from the data collection tools, t-test analysis of related samples and unrelated samples was performed using the SPSS program. When the results of the analysis were evaluated, it was seen that the argumentation method applied in the experimental group was more effective in the academic achievement and science learning skills of the students. Similar results were obtained in both groups in the attitude towards science lesson and it was concluded that there was no significant difference. When the results of the academic achievement test, which was applied again after 1 month in order to evaluate the permanence of the learned information, were examined, it was seen that there was a significant difference in favor of the experimental group students. It has been concluded that the argumentation method is more effective than the traditional method in terms of the permanence of the learned information. It is thought that the argumentation method has a positive effect on student achievement, permanence of learned knowledge and science learning skills.