The Effect of Argumentation Based Learning Process on Student Academic Achievement and Attitudes in Social Studies

Abstract

Desen, Tutum Abstract The purpose of this research is to examine the effects of the argumentation-based learning process on learning the "Science, Technology and Society Unit" in social studies education. The research was designed in accordance with the pretest-posttest control group quasi-experimental design. In addition to the quantitative method, qualitative interview method was also used in the study. The universe of the research consists of 7th grade students studying in Ersoy Middle School located in Antalya province Kepez district. The sample of the study, on the other hand, consists of 62 students in the experimental (31) and control (31) groups. Within the scope of the application, the unit of "Science, Technology and Society", one of the seventh grade social studies lesson units, was explained to the experimental group through the argumentation-based teaching method prepared by the researchers, and to the control group in accordance with the curriculum. The data obtained as a result of the application were analyzed and interpreted on SPSS 23.00 using descriptive statistics, Mann Withney U-test and Wilcoxon Signed Ranks Test. 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 has a significant effect on students' achievement and attitudes. The results of the study were compared with the results of the