Social studies teachers' beliefs and experiences about argumentation based social studies education

The aim of this study is to examine the beliefs and experiences of social studies teachers about argumentation-based social studies teaching. The study was conducted in the spring semester of the 2021-2022 academic year with teachers working under the Ministry of National Education in a developed province located in the Southeastern Anatolia region. The study group of the research consists of 21 social studies teachers in total, including 8 female and 13 male teachers. In the research, the answer to the research question was sought by using qualitative case science design. Semi-structured and voice-guided interview were used as a data collection tool in the research. In the research, teachers' own social studies learning experiences, how they establish a relationship between the nature of social sciences and argumentation, and their views on argumentation-based social studies teaching, decisively focused on what factors affect their views. Based on the findings of the research and considering the similarities and differences between the situations, 5 different types were created as follows: argumentation to enrich the lesson with question and answer, argumentation to teach how to think like little social scientists, argumentation to support children to ask their own questions, argumentation for the development of effective citizenship skills and argumentation to improve social skills. As a result of the research, it was seen that teachers' beliefs and views on argumentation-based social studies teaching were affected by their own learning experiences, by their beliefs and opinions on the teaching of social studies, by the physical conditions of the classroom and the school administration and the parent stance, by the level of the student, and by the subjects in areas of interest, thoughts and experiences applied from the effectiveness of the teaching methods. Consequently, various recommendations have been presented within the framework of these results.