Argumentation-Based Learning and P4C Approach: A Seventh-Grade Study on Socio-Scientific Issues

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Kaygı. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, vol.22, no.3, pp.457-481, 2023 (Peer-Reviewed Journal) identifier


This study examined the effectiveness of argumentation-based learning and the P4C (Philosophy for Children) approach in teaching socioscientific topics to seventh-grade students. The study involved a total of 23 students and utilized developed materials and learning activities to teach science subjects. The research spanned an entire academic year. Although it was a semi- experimental study, this article focuses solely on the analysis and presentation of qualitative data. Qualitative data were collected through individual interviews with students in the experimental group at the end of the academic year, and thematic analysis was used to analyze the data. The results of the study indicated that the P4C and argumentation-based learning approach were effective in enhancing students' argumentation skills, evidence-based thinking, and decision- making abilities. Themes emerging from the data included improved critical thinking skills, increased interest and motivation, and greater awareness of the complexity of socioscientific topics. These findings align with previous research on argumentation-based learning. The study underscores the importance of incorporating P4C and argumentation-based learning approaches in science education, as they prepare students to enhance their critical thinking skills and make informed decisions in real-world contexts.