Examination of the argumentation level of students in the learning environment used in concept cartoons

The aim of this study is to examine the argumentation levels of students in geometry courses which concept cartoons are used. The data of the study were collected with a qualitative approach; in data analysis, qualitative and quantitative approaches were used together. The study group of the study consisted of 16 students who attended the 6th class in a secondary school located in the central district of Rize in the academic year of 2017-2018. The arguments of the students were graded between 1 and 5 through the argumentation evaluation rubric during ten activities (10 lesson hours) and subjected to descriptive analysis. The quantitative part of the study consists of numerical analysis to support the findings obtained from qualitative data. The results obtained by the analysis process of qualitative and quantitative data, the argumentation-based concept caricature used mathematics lesson geometry sub-learning area at the beginning of the learning process students produce low quality arguments; shows that the quality of the arguments produced by students in the advancing activities of the teaching process has increased. In addition, the results of the research indicated that there was a significant relationship between the levels of argumentation and academic achievement; that students in the most academically successful group produce better quality arguments than other groups; while the students who have good level of academic achievment and intermediate-achievement group produced similar arguments; it is determined that there is no development in the argumentation level of the students who have the lowest academic achievement.