The effect of argumentation based learning process in the teaching of science technology and society unit in social studies education

The aim of this study is to investigate the effects of argumentation based learning process on learning science, technology and society unit in social studies education. Semi-experimental research design was used in the study. In addition to the quantitative method, qualitative interview method was used in the research. The population of the study consists of 7th grade students studying at Ersoy Middle School in Kepez, Antalya. The sample of the study consists of 62 students in the experimental (31) and control (31) groups. Within the scope of the application, Science Technology and Society unit, one of the seventh grade social studies course units, was explained to the experimental group through the argumentation based teaching method prepared by the researcher, and to the control group according to the curriculum. The data obtained from the application were analyzed on SPSS 23.00 by using descriptive statistics, Mann Withney U-test and Wilcoxon Signed Ranks Test techniques. As a result of the analysis of the research data, it was concluded that the use of argumentation-based teaching method in social studies course had a significant effect on students' achievement and attitudes. The results of the study were compared with the results of the literature.