Influence of argumentation-based teaching on scientific skills and argumentation skills of 7th grade students

The aim of this study is to investigate the effect of argumentation-based instruction within force and energy unit of science on scientific process and argumentation skills of 7th grade students. The sample of the study consists of seventh grade students in two different branches in a public school in Karakeçili district of Kırıkkale province in 2018-2019 academic year. The study was conducted with18 of these students in experimental group and 18 of these students in the control group were participation 36 students in total, and lasted 12 weeks. In the study, semi-experimental pre-test and post-test paired control group design was used. "Scientific Argumentation Test" and "Scientific Process Skills Scale" were applied to the experimental and control groups as pre-test and post-test. At the end of the process, students' scores from related tests were analyzed. As a result of the research, it was found that the scientific argumentation skill levels of the experimental group students were statistically higher than the control group students. There was no significant difference between the scientific process skill levels of the experimental and control groups.