The effect of 7th-grade students of argumanation-based teaching on the understanding of the force, business and energy relations

The main purpose of this study is to examine the effects of argumentation-based teaching on students' achievements in "Force, Work and Energy" unit of Science. This study was carried out with 84 secondary school 7th grade students. In accordance with study, a success test includes "Force, Work and Energy" subjects was applied as pretest to 7th grade students from various classes in a public school in Diyarbakır province. Data obtained from the study was analyzed and then two groups with no statistically significant difference were selected. These two groups, which were not significantly different between the pre-test results, were accepted as equivalent groups. One of these groups was determined as the experimental group and the other as the control group. While the activities in the control group were conducted with the activities foreseen in the current curriculum, the lessons in the experimental group were taught by argumentation-based teaching. In order to determine the changes in student achievement in this study, which deals with the subjects of "Force, Work and Energy", a success test consisting of multiple choice 25, gap filling 20 and 2 open-ended questions regarding "Force, Work and Energy" subjects was applied to the students as pre-test and post-test. At the end of the study, it was determined that argumentation-based teaching contributed to the understanding of the relationship between "Force, Work and Energy" of 7th grade students (p <0.05). In addition to these tests, a student interview form was applied to the students in order to determine their opinions about argumentation-based teaching. It was observed that the students liked the argumentation-based teaching well fairly and applying it in other lessons also would contribute to them.