Examination of classroom teachers opinions on scientific argumentation skills and the use of argumentation in the science course

The basic aim of education programmes is to educate the people in acoordance with the purposes of the countries that they create; accordingly it is to support the development of the country. Many people have important roles for reaching the situation that they aim in programmes. The contributions of teachers who are actively involved in society to the education systems in which they participate and importtant status are the truth which is accepted by everyone. Especially class teachers have an important role fot individuals who study at primary school. Class teachers perform lot of lesson programmes in primary stage. Science lesson is one of teaching programmes talked about. In science lesson, the methods that students discuss, learn and verify the information they obtain and data scientifically are taken part. One of the methods that are talked obout argumentation method. Among the basic components of argumentation methods, claim, data, justification and digester are taken part. Class teachers should lead their students about how to have a scitific argumentation along with how to reach needed information truly and scientificly by applying the argumentation method in their classroom. Therefore, class teachers should equip themselves adequately and update. Based on the stated characteristics, this study aimed to examine the argumentation skills of primary school teachers and their views on the use of the argumentation method in science lessons. The study is a quantitative research and the relational survey model of the general survey model, which is one of the quantitative research methods, was used.The study group of the research was the primary school teachers working in public primary schools which were selected through an appropriate sample in a province of Southeastern Anatolia in the 2021-2022 academic year. At the end of the study, when the scores of the primary school teachers in the scientific argumentation test were examined, it was seen that the primary school teachers had moderate argumentation knowledge. In addition, when the average value of the factors affecting the argumentation practices used in the study is examined, it can be said that the average of the scores of the primary school teachers is high. In this case, it is possible to say that the primary school teachers feel competent in teaching argumentation. When the scores of the primary school teachers in the scientific argumentation test and the values they received in the scale of factors affecting their argumentation practices were examined, no statistically significant relationship was found between the scores. Finally, it is suggested that researches on argumentation should be conducted mostly for teachers working in primary schools,Organizing theoretical and practical in-service trainings for primary school teachers about argumentation method, and designing projects related to the argumentation method to include primary school teachers. Key Words: Classroom Teachers, Argumentation, Argumentation Skills, Science Lesson