The Effect of Argumentation Based Learning Approach on Environmental Attitude, Behavior and Success of Secondary School 6th Graders

Abstract

This research has been conducted to examine how the argumentation-based learning approach has an impact on the environmental attitudes, behaviors and achievements of middle school 6th graders. The research was applied to the 6th grade secondary school students in Ankara in 2016-2017 academic year. In the research, quasi-experimental method and pretest-posttest control group experimental design was used. One control group and one experimental group were determined from 6th grade branches. A total of 56 students, 28 students in the experimental group and 28 students in the control group, were included in the study group. The application stage of the study was carried out by the researchers and lasted 10 weeks. Both control and experimental groups were taught the same environmental issues. Argumentation based environmental education was used in the experimental group and environmental education was conducted in the control group using teacher-centered teaching methods. As a data collection tool, the environmental attitude scale developed by Bildik ( In the analysis of the data, t-test for independent groups and t-test for dependent groups were applied. In the study, it is observed that while argumentation-based learning approach has no effect on the development of 6th grade students' attitudes and behaviors towards the environment, it is significantly effective in improving achievement levels. It is also determined that teacher-centered environmental education does not affect environmental behavior, attitude and environmental success.