Investigate the effect of argumentation based virtual laboratory activities on academic achivement, argumentation levels and entrepreneurship skills

Entrepreneurship and initiative skills have been inclueded among the key competences of Turkish Qualifications Framework in the Updated version of 2017-2018 elementary and secondary curriculum in Turkey. The Ministry of National Education in Turkey stated that strategies to be adopted in education in order to reveal entrepreneurship skills can be conducted using problem based learning, project based learning, argumentation and collaborative learning methods in a classroom, moreover; that the role of the teacheras a guide sharing the responsibility and excitement of reaching scientific informationin effective communication and collaboration with the students while they research and question the information. The development of core life skills, the digital and entrepreneurial competencies together with investments in education guide the functioning of the societies, their economies, as well as their strategies for future. Aim of this research is to investigate the effect of argumentation based virtual laboratory activities on the academic achivement, argumentation and entrepreneurship skillsof 7th grade students. The research has a quasi-experimental design. The research data were collected by academic achivement test, entrepreneurship skills scale and argumentation test. Mann-Whitney U test and descriptive statistics analyze were used for the analyze of datas. The sample group of the research includes 7th grade students who study in a public school in Adana. As a result of the research, it has been founded that the academic achivement, entrepreneurship skills and argumentation levels significantly increased by the use of argumentation based virtual laboratory implementation. There is no statistically significant difference found in the matter of objection to arguments. Keywords: Entrepreneurship, Argumentation, PhET, Virtual Lab