Investigation of Primary School Students' Argumentation Skills in Science Course: Force Theme Example

The aim of this study was to examine the argumentation skills of fourth-grade primary school students on the effects of force in the science course. In the spring semester of the 2022-2023 academic year, 30 4th-grade students studying in a primary school in a provincial center located in the Marmara region participated in the study. As a data collection tool, 4 concept cartoons, 1 statement table, and open-ended questions developed by the researcher were used to determine students' argumentation skills. Descriptive survey model was used in the study. The arguments formed by the students participating in the study were evaluated using the tool developed by Erduran et al. The data were analyzed using content analysis and descriptive analysis methods. As a result of the study, it was observed that the students' argument production level was concentrated at levels 1, 2 (f=23); they rarely produced arguments at levels 3, 4 (f=7) and could not produce arguments at level 5 (f=0). It was observed that students were able to use data, claims, justification, counterclaims, and supporting statements for the claims given in the argumentation process. However, they could not use their refutation skills sufficiently. As a result of the research, suggestions were made for practitioners and program developers regarding the use of the argumentation method.