A research on implementation of argumentation-based flipped learning approach in social studies lesson

In this study, the effects of the implementation of the argumentation based flipped learning approach in the social studies lesson on academic success, the development of 21st century learning, innovation and self-regulation skills have been researched. Mixed method pattern was used in the research. The quantitative data of the study were collected by using a quasi-experimental design with pretest-posttest control group. The lessons were taught in the experimental group with methods appropriate to the argumentation-based flipped learning approach, and in accordance with traditional teaching methods in the control group. After the experimental process, it was found out that the academic success of the students in the experimental and control groups increased in the social studies course. A statistically significant difference was found in favor of the experimental group in the post-test points between the two groups. It was seen that there was statistically significant difference in the 21st century learning and innovation skill levels of the students in the experimental group compared to the pre-experimental process. Also, a statistically significant difference was found in favor of the experimental group in the post-test points between the two groups. It was determined that although there was a point increase in the self-regulation skill levels of the students in both groups compared to the pre-experimental procedure, no significant change occurred. However, the average increase in the points of the students in the experimental group was higher than the increase in the points of the control group. The qualitative findings of the study showed that the students acquired various skills during the implementation process. The argumentation-assisted flipped learning process helped students gain skills such as research, discussion, problem solving, communication and collaboration. As a result of the research, it has been suggested that argumentation-assisted flipped learning applications can be benefited to increase the academic success and various skill levels of the students.