Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, cilt.16, ss.730-749, 2016 (Diğer Kurumların Hakemli Dergileri)
In this study the effect of argumentation supported science instruction on 6th graders’ understanding of conceptual knowledge, scientific reasoning, and nature of science is examined. In total, 50 students formed the experimental and 23 students formed the control group. While experimental group students did Matter and Heat Unit with argumentation activities; control group did this unit with activities other than argumentation. Results showed no conceptual knowledge difference occurred between experimental and control groups after the unit. On the other hand while experimental group developed their scientific reasoning during the unit, control group could not develop this skill. Furthermore both experimental and control groups developed their understanding on the nature of science during the unit. Finally, at the end of the unit understanding of the nature of science of the experimental group was found to be higher than the control group.