The effect of science lessons with argumentation techniques of designing experiments and POE on students' argumentation skills

The aim of this study is to examine and compare the effects of science lessons taught in accordance with the lesson plans prepared according to the experimental design and POE techniques, which are among the argumentation practices for secondary school 8th grade students, on the argumentation skills of the students. The group to practice of the study consists of 8th grade students in 3 branches of a public school in Aliağa, İzmir in the 2020-2021 academic year. It was studied with 26 students in the control group, 28 students in the POE group and 28 students in the Experimental Design group in two weeks. 10 lesson hours were studied with each group. In the study, the pretest posttest unequalized control group model of quasi-experimental designs, which is one of the experimental research methods, was used. "Scientific Argumentation Test" was applied to the control and experimental groups as a pre-test and post-test, and it was checked whether there was a statistical difference between the argumentation skills of the control and experimental groups before and after the application, according to the scores of the students from the test. As a result, there was no statistical difference between the argumentation skills of the control and POE groups before and after the application according to the scores they got from the test, but it was seen that there was a statistical difference between the pre-test and post-tests of the students in the Experimental Design group, although close to the border value.