Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students’ Views

Abstract

The purpose of this study was to investigate the effects of the argumentation-based science learningapproach on students’ academic achievements and examine student views about use of this approach insocial studies. We used a mixed methods research design to document changes as a result of anargumentation-based science learning approach implementation. The participants were 94 seventhgrade students from three different classrooms of a middle school in Erzurum, Turkey. We developedthe Population in our Country Academic Achievement Test to collect quantitative data before and afterthe implementation, and used a semi-structured interview form to collect quantitative data after theimplementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey test statisticaldata analysis methods, we analyzed the quantitative data. Then, we used content analysis method toanalyze the qualitative data. Results of the quantitative data analysis showed that there was nostatistically significant difference between academic achievements mean scores of the students in theexperimental and control groups in the pre-test. However, after the implementation, there werestatistically significant differences between groups indicating that academic achievement mean scores of students in the experimental group was statistically higher than those students in the control groupsin the post-test. Results of the qualitative data analysis indicated the argumentation-based sciencelearning approach activities helped students understand subjects better, facilitated their learning,provided permanent learning opportunities, increased their interest and attitudes towards the course,and enhanced their success in social studies. These results suggested that implementing theargumentation-based science learning approach in social studies was effective in enhancing students’academic achievement and resulted in developing positive views of students about the approach.