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The current study determined the impact of the Argumentation-Flipped Learning (AFL) Model on the scientific process skills and academic achievement of students by performing a quasi-experimental pretestposttest and retention control group design. The data were collected by scientific process skills test and concept test from a total of 112 5th grade students randomly selected from a public school in the 2017-2018 academic year. In the curriculum, Experimental group-I and Experimental group-II students were taught the lesson by argumentationflipped learning model and Flipped Teaching Method (FTM), respectively. The lessons in the control group were taught by the method where the teacher was the narrator. The information and the activities in the curriculum were presented directly. The study was applied in the "Matter and Change" unit. The data of the study were collected by scientific process skills and academic achievement test. SPSS 22.0 package program was used to analyze the data obtained from the study. Shapiro-Wilk Distribution Test and descriptive statistics were used to determine whether the data showed normal distribution. Furthermore, Analysis of Covariance (ANCOVA) was used. According to the study's results, it was determined that the methods applied to the groups did not make a significant difference in the levels of scientific process or in student's academic success. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to analyze the effect of a sample science school implementation designed on the basis of students' stroll in different teaching environments and using different kinds of student-centered teaching methods on the attitudes of the secondary school students towards science and their motivation for learning science. In the science school designed for this purpose, "Mobile Science School II" program including planetarium, observatory, laboratory, outdoor, hands-on activities, games, art workshops, seminars and creative drama applications were presented to the students. In this context, 46 7th grade students participated in the nature education project carried out in Samsun province of Turkey and supported by The Scientific and Techological Research Council of Turkey (TÜBİTAK) constituted. [ABSTRACT FROM AUTHOR]