The effect of sociosccientific issue based instructions in primary school fourth grade social studies course in the context of controversial issues

Socioscientific issue-based teaching, on the other hand, encourages students to access information and enables them to understand the interaction of science-societyculture. This research, which aims to examine the effect of socioscientific issue-based instruction on students' academic achievement, attitude towards social studies course, argumentation and informal reasoning quality and informal reasoning patterns in the context of a controversial issues addressed in the 4th grade social studies course of primary school It was designed with experimental mixed method. In the research, a controversial issue in accordance with the units and Global Connections learning ares acquisitions of Primary School 4th Grade Social Studies Curriculum was determined and 7 weeks activity plan was created. In this process, in the control group of 21 students, while the lessons were carried out according to the current social studies curriculum, 22 students in the experimental group participated in socioscientific issuesbased teaching practices. The analysis of the data obtained through academic achievement tests, attitude scales, prepared scenarios, interviews, observations and the researcher's diary were evaluated with descriptive analysis. According to the research findings, it was found that socioscientific issues based teaching practices had a positive effect on students' academic achievement and attitudes towards Social Studies course; It was determined that they increase the quality of argumentation and informal reasoning and diversity the informal reasoning patterns they use.