The effect of argumentation-based learning approach on students' conceptions of learning science, approaches to learning science and argumentation levels

The aim of this study is to investigate the effect of argumentation-based learning approach in teaching of astronomy subjects on seventh grade students' conceptions of learning science, approaches to learning science and argumentation levels. The sample is consisting of 20 students. Quantitative and aualitative research methods were used in the study. Questionnaires, activity sheets, video-recordings and audio-recordings were used to collect the data. According to the results, there are significant differences between students' pre-test and post-test scores in the dimensions of conceptions of learning science that are "memorizing", "testing" and "understanding and seeing in a new way". Students' pre and post-test scores on their surface approaches to learning science also significantly differ from each other. According to results obtained from students' activity sheets, students made more effective claims, support these claims with different evidences and be more successful in refuting their peers' claims as the week progresses. In addition, it was found that student' argumentation levels increased throughout the intervention.