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Semi-structured interviews are used to collect data, aiming to strengthen learners’ abilities to think critically, analyze systematically, and build causal relationships through argument-based learning. Findings indicate deeper comprehension when instruction incorporates ideas, views, proofs, and evidence, along with increased speaking and oral comprehension skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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SARIGÖZ1  \nHatay Mustafa Kemal University  \nAbstract  \nIn today’s world, rather than students who memorize information and only perform assigned tasks, education is more oriented towards raising inquisitive individuals with a strong consciousness. Contemporary education, thus, seeks to provide students with the abilities to think critically and analytically, to question or prove with arguments, and to build causal relationships between subjects in order to use the knowledge learned when needed. Taking all these expectations into account, teaching critical thinking skills and techniques based on the argumentation method can help students progress both cognitively and behaviorally. To this end, the goal of this qualitative case study is to provide students with the 21st century learning skills using the critical thinking technique on the basis of argumentation-based learning. The research group comprises of 40 students from Hatay Mustafa Kemal University’s Faculty of Education. In the study, a semi-structured interview form was employed to gather data. As a result of the research, two main conclusions were made. Firstly, subjects can be better comprehended through classes that incorporate the use of ideas, views, proof, or evidence. Such classes can be taught in greater depth and without much difficulty. Furthermore, students’ speaking and oral abilities, as well as comprehension skills, increase in sessions taught using the argumentation method and critical thinking strategies. Yet, it should be noted that in order to attain these results, lessons should be planned in accordance with the mentioned methods.  \nKeywords: Argumentation method, critical thinking, the 21st century learning skills, proving  \nDOI: 10.29329/epasr.2023.525.9  \nSubmitted:09 February 2022 Accepted: 03 June 2022 Published: 08 March 2023  \n1Assoc. Prof. Dr., Faculty of Education, Hatay Mustafa Kemal University, Hatay, Turkey, ORCID: 0000-0002-1616-9789 [okan.sarigoz@gmail.com](okan.sarigoz@gmail.com)  \nIntroduction  \nThe twenty-first century is a transformational one with a surge in scientific studies in a range of areas, such as economy and professions, sociocultural research, industrial and technical field, and politics, so with this quick development and transmission of knowledge, both individual attributes and the qualities and expectations placed on people change at a rapid pace (Uyar-Çiçek, 2021) . In this regard, research shows that the one of the most important competencies of this century is selfdevelopment not only in but also outside of school within all domains of learning, which are cognitive, emotional, and psychomotor (Aydın & Tan-Şişman, 2021; Beers, 2011; Cansoy, 2018; Kylonen, 2012) .  \nFrom their first breath to the last, people utilize the 21st century skills in their whole lives, particularly in their careers after graduating school (Aydın-Ceran, 2021) . These skills are predicatedon the reality that people have a profession, they develop themselves in that field, and they raise their success in a progressive manner by continuously improving in their career throughout their life.  \nThe primary goal of 21st century life skills is to provide individuals with fundamental skills that have been determined or reported by various institutions and organizations, such as the Partnership for 21st Century Skills (P21), the Assessment and Teaching of 21st Century Skills (ATCS21), North Central Regional Educational Laboratory (NCREL), National Educational Technology Standards (NETS/ISTE), American Association of Colleges and Universities (AACU), Organization for Economic Cooperation and Development (OECD) and National Research Council NRC (Kalemkuş, 2021) . These skills and the organizations that report on them are addressed and explained in detail in the paragraphs that follow.  \nPartnership for 21st Century Skills (P21): The P21 i","cbCailVo8L2oedOp","https://ap.wps.com/l/cbCailVo8L2oedOp","pdf",404782,23,"English","# Abstract\n# Introduction\n## 21st century life skills and key competencies\n## Partnership for 21st Century Skills (P21)\n## Assessment and Teaching of the 21st Century Skills (ATCS21)","[{\"question\":\"What is the purpose of the qualitative case study?\",\"answer\":\"It aims to develop students’ 21st-century learning skills by using critical thinking techniques based on argumentation-based learning.\"},{\"question\":\"How were data collected in the study?\",\"answer\":\"A semi-structured interview form was used to gather data from the participating students.\"},{\"question\":\"What improvements were reported after applying the argumentation method?\",\"answer\":\"Students showed better comprehension through lessons that used ideas, views, proofs, and evidence, and speaking and oral abilities along with comprehension skills increased.\"}]","Teaching the 21st Century Learning Skills with the Critical Thinking Technique Based on the Argumentation Method | PDF",1792095687,58]