The Effect of the Argumentation-Based Science Learning Approach on 9th Grade Students' Learning of Triangles in Terms of Different Variables

Abstract

The aim of this study is to investigate the effect of the Argumentation-Based Learning method on 9th grade students' academic achievement, reflective thinking skills for problem solving, and attitudes towards mathematics in the topic of triangles. A quasi-experimental design with a pre-test and post-test control group was used in the study. The sample of the study consisted of 58 ninth-grade students studying at a public high school during the 2017-2018 academic year. The data were collected through the Triangles Achievement Test, the Reflective Thinking Skills for Problem Solving Scale, and the Mathematics Attitude Scale. As a result of the data analysis, it was found that argumentation-based instruction had a positive effect on students' academic achievement and their attitudes towards mathematics. However, while a significant difference was observed between the experimental and control groups in terms of the reasoning sub-dimension of reflective thinking skills for problem solving, no significant differences were found in the questioning and evaluation sub-dimensions.