The effect of cooperative argumentation method in social studies teaching on students' academic achievement, argumentation levels and cooperative learning skills

The aim of this study is to reveal the effect of cooperative argumentation method on students' academic success, argumentation levels and cooperative learning skills in social studies teaching. The study was carried out with 78 6th grade students in a secondary school in the Bakırköy district of Istanbul in the 2021-2022 academic year. Mixed design was used in the research and the quantitative dimension of the quasi-experimental method with pretest-posttest control group; In the qualitative dimension, the action research method was used. The data were obtained with four different data collection tools: I Agree with Management Achievement Test developed by the researcher, Argumentation Evaluation Rubric developed by Torun (2015), Collaborative Learning Skills Scale developed by Burak (2020) and Interview Form. t-test and descriptive statistics in the analysis of quantitative data; Content analysis method was used in the analysis of qualitative data. According to the findings, it was concluded that the lessons taught with the cooperative teaching supported argumentation method were more successful than the lessons taught with the method prescribed by the program, and the argumentation method was effective in the positive development of cooperation skills among students. It has been determined that the argumentation method is effective in creating arguments in the process and the students' level of argument development from the first activity to the last activity increases and they produce quality arguments, and some students have difficulties in using the justification, supporting and rebuttal components. As a result of the interview form, it was determined that the students had positive thoughts about the application. It was concluded that they wanted to use it in social studies course and other courses as well.