The Effect of Argumentation-Based Practices on 8th Grade Students' Views on Socioscientific Issues

Purpose: This study aims to examine the impact of argumentation-based practices on eighth-grade students' perspectives on socioscientific issues. Design/Methodology/Approach: The research employed a case study design, one of the qualitative research methods. The study group consists of 31 students enrolled in a public school affiliated with the Ministry of National Education in Aydın. Participants were selected using a purposive sampling method. Data were collected through semi-structured interviews, classroom discussions, video recordings, and students' written worksheets. For data analysis, the argumentation assessment rubric developed by Sadler and Fowler (2006) was utilized. Findings: The findings indicate that integrating socioscientific issues with argumentation positively influences students' perspectives on these topics. Highlights: Argumentation-based approaches enhance students' understanding of socioscientific issues. Socioscientific argumentation fosters critical thinking and decision-making skills. Classroom implementation of argumentation can improve students' engagement with complex scientific and social topics.