The implementation of argumentation-based teaching is crucial for enablingstudents to question and debate, generate new ideas, and approach differentviewpoints with respect. While studies on argumentation-based teaching areespecially intensive in the field of science, they are less so in the social sciences.Therefore, it is of great importance to prepare activities that can be applied in bothtypes of courses, which have different philosophical perspectives. The aim of thestudy is to determine the opinions of fourth grade primary school students andtheir primary school teacher about the argumentation-based teaching applied inSocial Studies and Science courses. The argumentation-based teaching process inSocial Studies and Science courses was carried out using phenomenology, one ofthe qualitative research methods. The study group consisted of 9 students whoparticipated in argumentation-based teaching and the primary school teacher whoimplemented the teaching. Semi-structured student and teacher interview formrelated to Social Studies and Science courses, student and teacher diary were usedas data collection tools in the study. The data obtained from student views weresupported by quotations from the interviews and student diaries. Students reportedthat courses conducted with argumentation-based teaching were enjoyable, thatthey liked the training because it was fun, and that they struggled when theirclassmates did not participate in discussions. They also mentioned that the courseswere freed from boredom, that they considered the topic from differentperspectives, and that they learned the correct information after realizing theirmistakes. Additionally, regarding the argumentation-based teaching process inSocial Studies and Science courses, the primary school teacher provided theirviews on the categories of 'changes in students,' 'changes in the teacher,' and'challenges encountered during the implementation process.
Kabapınar et al. (Thu,) studied this question.