“…The reason for the low level of arguments students created in the first weeks could be their limited classroom practice in argumentation and their limited knowledge of this approach. This result is similar with the results of the previous research in the related literature (Anagün & Atalay, 2016;Crowell & Kuhn, 2012;Çetin, Kutluca & Kaya, 2014;Dawson & Venville, 2010;Erduran, Simon & Osborne, 2004;Karışan, 2011;Kuhn & Udell, 2003;Maloney & Simon, 2006;Nussbaum & Edwards, 2011;Öztürk, 2013;Topcu & Atabey, 2017;Torun, 2015;Wissinger, 2012;Zohar & Nemet, 2002). In the study conducted by Torun (2015), it was found that the levels of the arguments formed by students were lower in the first two activities, higher in the last three activities, and it was found that the levels of the students' arguments increased from the first activity to the last activity.…”