The effect of argumentation based science learning approach on 6th year grade students 'material and heat unit achievements and decision making skills

This study aims to investigate the effect of Argumentation Based Science Learning (ABSL) approach on the chapter achievements and decision-making skills of sixth grade students. The study was carried out with sixth grade students who were studying in Özalp Regional Boarding Secondary School in the district of Özalp in Van province, within the scope of Science course. Four classes, three experimental and one control group, were determined for the study. In the experimental groups, the lessons were taught with argumentation approach. The differences between the three different experimental groups selected are the experimental group that no product is requested at the end of the ABLS process, the experimental group that poster homework prepared individually is requested at the end of the process, and the experimental group that poster homework prepared in group is requested. In the control group, teaching process was carried out with curriculum based traditional approach. In this study, Chapter Based Achievement Evaluation Test (CBAE) was used as data collection tool and Decision-Making Skill Evaluation Scale (DMSES) was used as measurement tools to determine decision making skills. All classes completed the process with the same teacher. Due to the nature of the argumentation, they were ensured that they gained experience in the process of asking questions, testing questions, obtaining data and asserting claims in line with the data, supporting the claims with evidence and refuting counter claims. In the study, the data were obtained through pre- and post-test applications for success and decision-making skills. One Way ANOVA and ANCOVA analyzes were applied to the quantitative data obtained in SPSS package program. As a result of the findings, it is found that the groups that the ABSL approach are preferred are more successful in conceptual learning skills and decision-making skills in academic achievement tests. When the effect between groups that prepare homework individually and in group is examined, it is found that individuals preparing homework in a group are more successful in conceptual learning skills and decision-making skills in the academic achievement tests. Keyword: Argumentation Based Science Learning, Decision Making, Science Education