The effect of argumentation-based instruction i̇n social studies on student's scientific values and innovative thinking tendencies

This research aimed to determine whether the Argumentation-Based Teaching method, applied within the "Science, Technology, and Society" learning area of the 7th-grade social studies course in primary school, affects students' scientific and innovative thinking tendencies. The study was conducted at a public school in the Efeler district of Aydın during the 2022-2023 academic year. A mixed research design, incorporating both qualitative and quantitative research techniques, was analyzed using a sequential sampling method. The research involved a total of 62 students divided into research and reference groups. For the implementation of the argumentation-based teaching method, lesson plans, activities, and instructional strategies related to the unit topics were prepared to create an argumentative environment. In contrast, the reference group was taught using the existing curriculum. In the quantitative dimension of the study, the scientific tendency scale and the innovative thinking tendency scale were administered to both the research and reference groups as pre-test and post-test measurements. In the qualitative dimension, a semi-structured interview form regarding the application was administered to students in the research group. Analysis of the research data revealed no significant difference between the pre-test and post-test scores of the research group on the scientific tendency scale. Similarly, no significant difference was found in the pre-test and post-test scores of the reference group. However, a significant difference was detected in the post-test scores between the research group and the reference group on the scientific tendency scale, favoring the research group. On the innovative thinking tendency scale, a significant difference was observed between the pre-test and post-test results of the research group, while no significant difference was found in the reference group. Additionally, the research group showed a significant difference in post-test scores on the innovative thinking tendency scale compared to the reference group. The interviews indicated that students' opinions on Argumentation-Based Teaching were generally positive. In light of the findings, it was observed that the application positively impacted secondary school students' scientific and innovative thinking tendencies.