Resumen de The effects of Argumentation Based Science Learning (ABSL) approach on students’ science achievements
The study aims to determine the effect of using argumentation-based science learning approach (ABSL) on science achievementof the 6th grade students in teaching three different units of science lesson including biology, chemistry and physics.The study was conducted with 55 sixth grade students from three different classes. In this study, quasi-experimental research design, one of the experimental research designs was preferred. The classes were assigned randomly as two experimental groups and one control group. While ABSL approach supported by brochure production and report writing was used in the experimental groups, the current curriculum was used in the control group.Science achievement test was applied as pretest and posttest.Mixed Between-Within Subjects ANOVA was used in the analysis of the data. According to the posttest results obtained from the study; it was found out that in biology unit, the experimental group supporting ABSL with brochure was more successful than the control group, there was no difference between the group supporting ABSL with report and the control group; in chemistry unit, there was no difference between the groups and in physics unit the experimental groups were more successful than the control group. The results showed that ABSL approach supported by brochure increased 6th grade students’ academic achievement in biology unit, and ABSL approach supported by both brochure and report increased their academic achievement in physics unit.
