Analysis of the Contribution of Argumentation-Based Science Teaching on Student Success and Retention



Argumentation, science education, primary school, student success, success retention


Observing the argumentation of a scientific event and understanding skill is an important component of scientific literacy. In this paper, the effect of lecturing with argumentation-oriented activities in science classes on student success and the retention of knowledge has been analyzed. The study was conducted between 2006 and 2008 academic years in an elementary school in Amasya, Turkey. The study employed a quasi-experimental research method. Argumentation based teaching method was used in experimental group. Traditional teaching method was used in control group. Two different tests were developed for data collection in the study. A subject-related success test was developed in order to determine the success of students and a preliminary knowledge test was developed to check whether the classes were equivalent and to determine their preliminary knowledge. It has been found out that there was a significant difference in favor of the experimental group in terms of student success and the retention of knowledge. When experimental groups worked on for two years were compared, no significant difference was detected between student success rates; however, the scores of second year experimental group were found to be higher. It can be said that argumentation based teaching model affects students’ development of conceptual understanding and their information permanence. Argumentation can also be employed in teaching other subjects. Class activities have to be developed and argumentation norms have to be applied in science teaching so that young individuals can gain confidence in employing argumentation.


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How to Cite

Uluçınar Sağır, Şafak, & Kılıç, Z. (2012). Analysis of the Contribution of Argumentation-Based Science Teaching on Student Success and Retention. International Journal of Physics &Amp; Chemistry Education, 4(2), 139–156. Retrieved from