The Effect of Argumentation-Based Organic Chemistry Teaching on Students’ Argument Construction Skills

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  • Ümmüye Nur Tüzün
  • Mustafa TÜYSÜZ



Chemistry teaching, submicroscopic nature of chemistry, argumentation, critical thinking


Some students could not learn organic chemistry because of the difficulty of its submicroscopic nature. In this study, it was aimed to determine the effect of argumentation-based organic chemistry teaching on high school students’ argument construction skills so on their meaningful concept learning. The study was conducted on 14 high school students at a vocational high school in Turkey on organic chemistry topics through 28 hours period based on the case study. The teaching guide’s worksheets and students’ observation notes were used as data collection tools. Through the application process, the students criticized each of the seven submicroscopic nature of organic chemistry concepts’ paintings in big group discussions, then constructed their own arguments. Then the students evaluated the whole process. Content analysis was employed for the data analysis. Argumentation making students criticize the submicroscopic nature of organic chemistry resulted in a qualified student-constructed argument by making them understand the submicroscopic nature so become critical thinkers. Students’ process evaluation also underlined that the process made students joyful, motivated, creative, criticizer, and meaningful learners with a differently constructed learning environment. For further studies, different argumentation-based organic chemistry teaching environments could be offered.

Anahtar Kelimeler

Chemistry teachingsubmicroscopic nature of chemistryargumentationcritical thinking

Author Biographies

Ümmüye Nur Tüzün

Corresponding Author: Ümmüye Nur Tüzün,

Ümmüye Nur TÜZÜN

Mustafa TÜYSÜZ

Mustafa TÜYSÜZ




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How to Cite

Tüzün, Ümmüye N., TÜYSÜZ, M., & EYCEYURT TÜRK, G. (2022). The Effect of Argumentation-Based Organic Chemistry Teaching on Students’ Argument Construction Skills. International Journal of Contemporary Educational Research, 8(2), 46–56.