This study aimed to investigate the effects of the argumentation-based inquiry (ABI) approach on the critical thinking skills of fifth-grade students in a secondary school using a hybrid method. Using an experimental research model, the study had a semi-experimental design form with pre-test and post-test control groups. It was conducted in a middle school in Kastamonu with fifth-grade students from two classes during the fall semester of the 2016–2017 academic year. One of the groups was randomly assigned as the control group and the other as the experimental group. The science classes for the experimental group included activities fitting the ABI approach. In the control group, the lessons were carried out with frequently used teaching techniques such as lectures, question-and-answer and demonstrative experiments. The activities were implemented during the units “Measuring the Size of a Force” and “Matter and Change”. A Critical Thinking Test was used to measure the critical thinking skills of the groups at the beginning and the end of the study. T-test and ANCOVA analyses were applied to the quantitative data using the SPSS software. At the end of the study, semi-structured interviews were conducted with 12 students; six students from each group. The interviews were analysed using the Nvivo 11 software to obtain themes and codes. The evaluation of the quantitative and qualitative findings revealed that the ABI approach used in science lessons had improved the critical thinking skills of the experimental group students.

中文翻译：

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在思维-讨论-写作周期中发展批判性思维技能：基于论证的探究方法

这项研究旨在探讨使用基于辩论的探究（ABI）方法对中学五年级学生的批判性思维技能的影响。使用实验研究模型，该研究具有半实验设计形式，包括测试前和测试后的对照组。该课程是在2016-2017学年秋季学期在卡斯塔莫努的一所中学与来自两个班级的五年级学生一起进行的。将一组随机分配为对照组，另一组随机分配为实验组。实验小组的科学课包括适合ABI方法的活动。在对照组中，课程是使用常用的教学技术进行的，例如讲课，问答和示范性实验。这些活动是在“衡量部队规模”和“事项与变化”单元中实施的。在研究开始和结束时使用批判性思维测验来衡量小组的批判性思维技能。使用SPSS软件将T检验和ANCOVA分析应用于定量数据。在研究结束时，对12名学生进行了半结构化访谈。每个小组有六个学生。使用Nvivo 11软件对访谈进行了分析，以获取主题和代码。对定量和定性研究结果的评估表明，科学课中使用的ABI方法提高了实验组学生的批判性思维能力。