6th grade of argumentation based learning its effect on students' academic achievement and attitudes

The aim of this study is to examine the impact of argumentation-based instruction on the academic achievement of 6th-grade students in the topic of sensory organs, as well as its effect on changes in their attitudes towards science lessons. A quasi-experimental design was used in this study. The study group of the research consists of students studying at a public secondary school in the center of Elazığ. The work of this research lasted a total of 4 weeks. Quantitative data were collected with the participation of a total of 64 students, 31 students in the control group using the current teaching method and 33 students in the experimental group using argumentation-based teaching. Quantitative data were collected using the sensory organs achievement test and the science course attitude scale. Validity and data interpretation of the problem situation was performed using t-test. When the achievement test results were examined, it was concluded that the academic success of the experimental group students was more successful than the control group students. When the science course attitude scale was compared between the experimental and control group students, it was observed that there was no noticeable significant change in the students' attitudes towards science between the groups.