Academic achievement and attitudes of 9th grade secondary school students on the subject "enzymes" of argumentation based science learning approach biology lesson

The main purpose of this research is to examine the effects of the experimental activities-based argumentation-based science learning (ABSL) approach on the academic achievements of secondary school 9th grade students in the biology lesson "enzymes" and their attitudes towards the biology lesson. In this research, mixed methods research, which combines quantitative and qualitative research techniques, was used. The study group of the research consisted of students studying in the 9th grade of a secondary education institution in Izmir in the 2019-2020 academic year. One class of these students was randomly selected as the experimental group (N=30) and the other class as the control group (N=30). In the control group, the lessons were completed with the methods suitable for the program (traditional method), while in the experimental group, the lessons were designed and taught in accordance with the ABSL approach based on experimental activities. In addition, the experimental group students were divided into 6 groups of 5 and an experimental activity was conducted in the laboratory for the optimum properties of enzymes. The data of the research; The subject of enzymes was collected with an academic achievement test, a biology attitude scale and structured open-ended questions consisting of 15 items. In addition, within the scope of laboratory activities with the experimental group students, argument worksheets were prepared according to Toulmin's argument elements (claim, data, justification, support, rebuttal) and applied before and after the experiment. SPSS 20.0 package program was used in the analysis of the research data. According to the results obtained from the Ancova analysis, a significant difference was found in favor of the experimental group from the pretest to the posttest in both the academic achievement test and the biology attitude scale. Laboratory activity-based argumentation-based science learning (ATBL) approach created a positive and significant difference in the academic achievements of the experimental group students and their attitudes towards the biology lesson. In addition, the answers given by the students in the experimental group and control group to the structured open-ended questions covering the qualitative dimension of the research were examined, and misconceptions about the subject of enzymes (enzymes are acidic or basic, enzymes start a chemical reaction, enzymes are denatured at every temperature, the enzyme becomes active as the protein structure of the environment increases. , enzymes decompose in aqueous media, etc.) have been determined. As a result, it can be said that the experimentally supported ABSL approach affects students' attitudes towards biology lesson positively and is an effective teaching approach in increasing their academic success. On the other hand, it is seen that the students' argument formation skills have improved in the process and their argument scores have increased according to the components in the Toulmin argumentation model. In addition, it is thought that the method used contributes to students' critical thinking skills. In order to increase the success of the students in the biology course, it can be given as a suggestion that the subjects containing chemistry knowledge in the biology course should be given with interdisciplinary methods. Keywords: ABSL, enzymes, academic achievement, attitude