Effect of Argumentation Based Learning on Science Achievement and Argumentation Willingness - The Topic of - Particulate Nature of Matter

Oct 15, 2026

The study investigates how argumentation based learning impacts sixth-grade science outcomes and students’ argumentation willingness when teaching the topic “Particulate Nature of Matter” in Turkey. A quasi-experimental pre-test/post-test design with a control group was used. The intervention group received instruction structured around argumentation based learning, while the control group followed the learning-teaching environments of the national science curriculum. Data were collected using PaNoMaT and AWS, with 42 participants.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

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Abstract

Introduction

Argument and Argumentation

Argumentation Based Learning in Science Education

Effect of Argumentation Based Learning on Science Achievement and Argumentation Willingness: The Topic of“Particulate Nature of Matter" EmineIzge ÖZELMA* and Hatice Güngör Seyhan** Abstract Instead of a science class where students are passive listeners in the learning process and teachers focus only on instruction and evaluate their students' cognitive acquisitions (Driver, Newton& Osborne, 2000: 297), classes that engage students with the construction, evaluation and criticism of arguments and models in the 21st century world are the educational environments targeted by today's world countries (Osborne, 2007; Simon, Erduran & Osborne, 2006: 237; Simon & Johnson, 2008).In the light of this information, the aim of this study is to investigate the effects of the implications carried out according to the argumentation based learning in teaching the topic of“particulate nature of matter” on the science achievement and argumentation willingness of the sixth grade students in Turkey. In the research, quasi-experimental method with pre-test-post-test control group was used as quantitative learning method. In the intervention group, a teaching was made according to the argumentation based learning. As for the control group, a teaching was made according to the learning-teaching environments in the science curriculum of the Ministry of National Education in Turkey.“Particulate Nature of Matter Test [PaNoMaT]” and “Argumentation Willingness Scale [AWS]” were used as data collection tools in the study. The sample of the study consists of 42 sixth grade students (intervention group, N= 20, control group, N= 22) studying in primary education in Turkey. At the end of the research, it was determined that the increase in the success of the intervention group in the relevant chemistry topic was more significant than the increase in the success of the control group. In the study, it was also determined that the argumentation willingness of the intervention group increased significantly at the end of the implications. Keywords: Argumentation based learning, argumentation willingness, particulate nature of matter, science achievement, primary education, sixth grade * Science Teacher, Sivas, Turkey ** Associate Professor, Faculty of Education, Department of Chemistry Education, Sivas Cumhuriyet University, Sivas, [Turkey. Email: hgunsey@gmail.com](Turkey. Email: hgunsey@gmail.com) Introduction In addition to understanding the universe and trying to get rid of situations that are seen as problems, human beings are also trying to meet many of their basic needs. Therefore, it has to respond to the needs and demands of the age in which it lives. Being at the forefront of science and technology in the 21st century requires individuals with student status to be inquiring, critical thinking, innovative and self-developing individuals. It is thought that by integrating some skills into the learning-teaching environment (learning / renewal skills, technology/information-media skills, professional / life skills), students will use these skills more often and then achieve these skills (Karamustafaoğlu, 2018). In argumentation based learning (ABL) (scientific discussion), we can often encounter environments where these skills are frequently used. In such learning-teaching environments, students can make claims against problems that reflect real-world problems well, and they can engage in more scientific discussion by supporting these claims with data and grounds. The number of studies examining these alternative approaches that encourage critical thinking, reasoning and scientific decision making skills in the scientific discussion process has increased in recent years (Erduran & Msimanga, 2014; Okur & Güngör Seyhan 2021a; Okur& Güngör Seyhan 2021b; Osborne, Erduran& Simon, 2004; Vieira, Tenreiro-Vieira & Martins, 2011) . In the Turkish education system, the science curriculum aims to provide learningteaching environments where students c

FAQs

What is the study aiming to examine?

The study examines the effects of argumentation based learning on science achievement and argumentation willingness for sixth-grade students learning the topic “Particulate Nature of Matter.”

How were the groups taught in the research?

The intervention group was taught using argumentation based learning, while the control group was taught using the learning-teaching environments from Turkey’s Ministry of National Education science curriculum.

Which tools were used to collect data, and what were the key results?

PaNoMaT and the Argumentation Willingness Scale (AWS) were used. Results indicate greater improvement in the intervention group’s success in the chemistry topic and a significant increase in argumentation willingness.

Oct 15, 2026

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