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In this study, it has been aimed to determine STEM practices assisted by argumentation-based learning, the attitudes and the opinions of the students towards STEM, their perception of problem solving skills, and the argumentation qualifications. In the research, the mixed design including both qualitative and quantitative research methods has been implemented. The quasi-experimental design with pre-test and post-test control group has been conducted in the quantitative dimension. The research group consists of 55 students - studying at a state school that is affiliated to Muş Provincial Directorate of National Education. In the study, the qualitative data were collected with the following instruments: "STEM Attitude Scale (SAS)" and "Problem Solving Skill Perception Scale (PSSPS)"; and the quantitative data were obtained from these instruments: "STEM Interview Form (SIF)" and "Written Argumentation Form". As a result of the data analysis, STEM practices have been observed to be effective in improving the attitudes of the students towards STEM and their problem solving skills. In addition, it has been concluded that the opinions of the students are positive and that the argumentation qualities of the students are at the first level during the practices. Some recommendations have been made in the direction of these results. Experimental researches may be conducted in order to increase the argumentation levels of the students. The effect of argumentation-assisted STEM practices on different dependent variables can also be examined.
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