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

Abstract

This study examined the effectiveness of argumentation-based learning and P4C (Philosophy for Children) approach in teaching socio-scientific issues to seventh-grade students. A total of 23 students were involved in the study, where science lessons were conducted using documents developed with argumentation-based learning activities. The study lasted for one academic year. Qualitative data were collected through individual interviews with students in the experimental group at the end of the academic year, and the data were analyzed using thematic analysis. The results of the study indicated that the combination of P4C and an argumentation-based learning approach was effective in developing students' argumentation, evidence-based thinking, and decision-making skills. The themes that emerged from the data included improved critical thinking skills, increased interest and motivation, and greater awareness of the complexity of socio-scientific issues. These findings align with previous research on the benefits of argumentation-based learning.The study highlights the importance of incorporating P4C and argumentation-based learning approaches in science education to enhance students' critical thinking skills and prepare them to make informed decisions in real-world contexts. By engaging students in philosophical discussions and encouraging them to construct arguments based on evidence, educators can empower students to think critically, analyze complex issues, and develop a deeper understanding of socio-scientific topics. These skills are vital for fostering active and informed citizens who can tackle societal challenges with thoughtful consideration and rational decision-making.