The effect of argumentation method enriched with mind mapping method on the conceptual meanings of 8th grade students with different cognitive styles in the unit of energy transformations and environmental science

This study aimed to investigate the effect of three different teaching methods (the teaching method based on the current science curriculum, argumentation method, and argumentation method enriched with the mind mapping technique) on the conceptual understanding of 8th-grade students with different cognitive styles in the "Energy Transformations and Environmental Science" unit. The study group consisted of 8th-grade students (N=130) enrolled in a state middle school in Keçiören, Ankara. Data for the study were collected through the Hidden Figures Test (HFT), Conceptual Understanding Test (CUT), argumentation activity sheets, mind maps, and interview forms. According to the findings obtained from the research, a statistically significant difference in favor of the post-test score averages among the pre-test and post-test scores of the experimental-1, experimental-2, and control group students was determined. Therefore, it was concluded that all three teaching methods contributed to the improvement of students' conceptual understanding levels related to the unit. Additionally, it was observed in the research that there was a significant difference in favor of the experimental-2 group in the post-test score averages only between the control and experimental-2 groups. When the students' conceptual understanding post-test score averages were analyzed according to cognitive styles, a statistically significant difference in favor of field-independent students was determined. Furthermore, approximately 15% of the variability in students' CUT post-test score averages was explained by the teaching method, and 22% was explained by cognitive styles. The common effect of the applied teaching method and cognitive styles explained approximately 10% of the variance in student achievement. Moreover, when the mind maps of the students in the experimental-2 group were evaluated in terms of cognitive styles, a statistically significant difference in favor of field-independent students was determined. Data obtained from interview forms were also evaluated through content analysis. The findings obtained at the end of the research were compared with similar studies in the literature, and recommendations for future research were made.