An Effectiveness of Engaging in Argumentation on Students’ Ability to Demarcate Science from Pseudoscience

In this research, it was aimed to develop seventh grade studens’ demarcation skills using Argument Based Learning (ABL) activities. These activities were cosmic science, reflexology, astrology, numerology and bioenergy from pseudo-scientific fields. During the spring semester of 2014-2015 academic year, twenty-four seventh-grade students from a state middleschool in Esenyurt, Istanbul participate the study. The study took place in Science Applications course for five weeks. semi-constructed interviews done before and after the study to find out students' science pseudo-science separation criteria as a result of the research, it has been observed that with the argumentation, knowledge and discussion skills of the students on science pseudo-science are increasing. Students have developed more scientific criteria and made more extensive inquiries in the final negotiations than previous interviews. It is concluded that this research will guide the science teachers and lead the future researchers to be the first to use the ABL approach in the context of science pseudo-science discrimination