Student learning science-based approach argumentation of success and the effect of attitude

The target of this research is to examine the difference between students' academic achievements and their attitudes towards science in relation to the substance aspects of the substance and change in the "Substance and Change" unit by comparing it with the teaching and assumed approach in the current program based on the argumentation approach. This research was conducted with 64 students attending fifth grade from Atatürk Secondary School in Elazig province, Palu district in 2017-2018 academic year. 33 of those students was selected as a control group and other 31 students was selected as the testing group. Whereas the argumentation approach was applied to the testing group in the research, the existing teaching methods in the program were applied to the control group. In the study, quasi-experimental design was used and the study consists of quantitative data. The study was completed in totally 4 weeks (4 lesson hours in a week). Obtained data from the application were analysed by using the SPSS (Statistical Package for the Social Sciences) program and the t-test was used to test the validity of the hypotheses and to interpret the data. In the study, attitude scale developed from Geban, Ertepınar, Yılmaz, Atlan and Şahpaz (1994) the achievement test adapted by the researcher from the books of the MoNE. was used. It was realized that there was not a important difference between the two groups according to the pre-test results applied to determine the difference in knowledge levels between the selected testing and control groups before starting the application. The achievement test and attitude scale towards science were applied as pre-test and post-test to testing and control groups. At the end of the applications, according to the results, the students of the testing group in which the argumentation method was applied showed higher levels of achievement levels in terms of the status of the substance and the distinguishing characteristics of the substance compared to the control group students in which the current program was applied. As a consequently, it is realized that the argumentation approach is more effective than the approaches in the current program. There was also no significant difference between the two groups in terms of improving positive attitude towards science lesson according to attitude scale outcomes against the science applied by the researcher.