An investigation of the effect of argumentation-based STEM education on 7th grade students' critical thinking and academic achievement in the electric circuits unit

In the 21st century, the qualities that individuals must possess to enhance their countries' global competitiveness have gained significant importance. In today's rapidly changing world, it is not only essential to have access to information but also to possess the ability to utilize this information effectively. Therefore, individuals need to move away from rote-learning approaches and develop skills such as conducting research, inquiry, problem-solving, creativity, analytical thinking, and innovation. In this context, STEM education emerges as an instructional approach that aligns with the demands of the modern era. The purpose of this study is to evaluate the effect of argumentation-based STEM education on 7th-grade students' critical thinking skills and academic achievement in the Electric Circuits unit. The study sample consisted of a total of 40 students from two 7th-grade classes in a public school located in Ağrı city center during the 2022–2023 academic year. One of these classes was designated as the experimental group (EG = 20), in which the STEM education approach was implemented, while the other served as the control group (CG = 20), where the lessons were conducted according to the national curriculum. The research employed a quantitative method and was designed as a quasi-experimental study. The implementation process lasted for 16 instructional hours. Data were collected through the "Academic Achievement Test" and the "Critical Thinking Disposition Scale." The collected data were analyzed by statistical program, and the results revealed that the argumentation-based STEM education had a positive impact on 7th-grade students' academic achievement and critical thinking skills. Keywords: Argumentation, STEM, Critical Thinking, Electric Circuits 2025, 125 pages