Investigation of the effectiveness of concept maps and argument maps in science classes in which argumentation based science learning approach is applied

The aim of this study; is to compare the effectiveness of concept maps and argument maps created in science classes in which the Argumentation Based Inquiry (ABI) approach is applied in terms of academic achievement of students. Mixed method was used in the study. The study was conducted with sixth grade students receiving education from the same teacher in three different classes at a secondary school in Kastamonu province in the spring term of the school year of 2018-2019. One of the clasess who participated in the study was randomly determined the control group and the other two as the experiment group before the study. The as students conducted their courses in accordance with the ABI approach. Experimental groups students have prepared concept maps or argument maps in addition to these ABI implementations. Data; in order to evaluate unit success, unit based sicence achievement test, argument map evaluation rubric, concept map evaluation rubric and opinions of students about the process were obtained by semi- structured interviews. The unit based science achievement test was. 85 of cronbach alpha value. The content analysis was applied to the qualitative data obtained from the interviews. Wereanalyzed by internal analysis.The results of the study that increased students' achievement the use of argument map and concept maps in addition to ABI applications, and even the argument map was more effective than the concept map. In the interviews, the students emphasized that the ABI process and additional mapping activities developed themselves in a multifaceted way.