This mixed-method study aimed to compare the academic achievements of students to their use of argument maps and concept maps in learning environments designed for argument-based instruction (ABI). The study was conducted during the spring term of the academic year 2018–2019 with the students of three sections of grade six instructed by the same teacher at a secondary school in the province of Kastamonu. Before the study began, one of the participating sections was randomly designated as the control group, while the other two were assigned as the experimental group. The control group students undertook research interrogation-based activities during lessons and individually reported activities appropriate for the ABI student template for each activity. The experimental group students handled ABI applications. In addition, one section of the experimental group prepared concept maps, while the other section made argument maps. The 5-week study was accomplished during the instruction of the “sound and its properties” unit of the curriculum. The data were acquired via a pre- and post-administration of the unit-based success test to measure academic success. Further, semi-structured interviews were conducted to ascertain the opinions of students vis-à-vis the pedagogy. The obtained quantitative data were analyzed using the ANCOVA analysis via the SPSS software. The qualitative data collected through semi-structured interviews were examined by the creation of themes, codes, and frequencies. The experimental group using argument maps or concept maps in addition to ABI applications revealed significant outcomes in terms of academic achievements. Further, students expressed the belief that argument and concept maps helped them learn and remember the topic.

这项混合方法研究旨在比较学生的学术成就与他们在基于论证教学（ABI）设计的学习环境中使用论证图和概念图的情况。该研究是在2018-2019学年春季学期期间进行的，由同一位老师在卡斯塔莫努省的一所中学指导下，由三个六年级的学生组成。在研究开始之前，将参与的部分之一随机指定为对照组，而将其他两个部分指定为实验组。对照组的学生在上课时进行了基于研究讯问的活动，并针对每个活动单独报告了适合ABI学生模板的活动。实验小组的学生处理了ABI申请。此外，实验小组的一个部分准备了概念图，而另一部分准备了论点图。在课程的“声音及其属性”单元的授课期间完成了为期5周的研究。数据是通过对基于单元的成功测试进行管理之前和之后的管理来获取的，以衡量学术上的成功。此外，还进行了半结构化访谈，以确定学生对教学法的意见。通过SPSS软件使用ANCOVA分析对获得的定量数据进行分析。通过创建主题，代码和频率来检查通过半结构化访谈收集的定性数据。除了ABI应用程序外，使用论证图或概念图的实验小组还显示出在学业成就方面的重大成果。进一步，