Investigation of the effects of argumantation method on 6th grade students' epistemological beliefs and academic achievement

The aim of this study was to determine the effect of argumentation-based learning method on 6th grade students' epistemological beliefs and academic achievement in the "Systems in Our Body" unit. Explanatory sequential design from mixed models was used in the study. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was used. In the qualitative dimension, semi-structured interviews were used. The research was conducted with a total of 37 6th grade students who were selected according to the convenience sampling method in a secondary school in the central district of Bolu province. In the study, the control group was taught with the methods of the current curriculum and the experimental group was taught with the argumentation-based learning method for 6 weeks. Quantitative data were obtained using the "Epistemological Belief Scale" and "Academic Achievement Test". Qualitative data were obtained through semi-structured interviews. As a result of the study, it was seen that the argumentation-based learning method applied in the experimental group had a positive effect on students' epistemological beliefs. However, it was observed that the argumentation-based learning method applied in the experimental group had no effect on students' academic achievement. When the qualitative data were analyzed, they generally made statements in accordance with the epistemological belief levels obtained from the quantitative data.