The effect of argumentation-based science learning approach supported by augmented reality applications on students' academic achievement and critical thinking skills

The aim of this study was to investigate the effect of Argumentation-Based Inquiry (ABI) Approach supported by augmented reality (AR) applications on the academic achievement and critical thinking skills of eighth grade students. Mixed method was used in the study. The study was conducted in the fall semester of the 2021-2022 academic year in a secondary school in a district of Kastamonu province. For the first of the classes participating in the study, activities were carried out in accordance with the ABI approach; for the second, augmented reality applications were used using the traditional approach, and for the third one, ABI approach and augmented reality applications were used together. The activities were carried out in two consecutive units. At the beginning and end of both units, Unit-Based Academic Achievement Tests were used to determine and compare the science achievement of the groups and Critical Thinking Test was used as a measurement tool to determine their critical thinking skills. The data obtained were analyzed using the SPSS program. At the end of the applications, semi-structured interviews were conducted with four students at different achievement levels from the three groups. The interviews were analyzed and themes and codes were created. According to the results of the quantitative data, there was a statistically significant difference between Experimental Group A, in which only ABI approach was used, and Experimental Group B, in which only augmented reality applications were used, in favor of Experimental Group A in academic achievement and critical thinking tests. There was a statistically significant difference between Experimental C group, in which the ABI approach supported by augmented reality applications was used, and Experimental B group, in which only augmented reality applications were used, in favor of Experimental C group in both tests. There was no significant difference between Experimental A and Experimental C groups in terms of academic achievement and critical thinking. However, the effect size was calculated between these groups and it was determined that the use of ABI approach with augmented reality applications moderately affected academic achievement and critical thinking skills. In addition, it was determined through interviews that both ABI and Augmented reality applications had a positive effect on students' motivation and critical thinking skills as well as increasing their academic achievement.