The purpose of this study is to determine the effect size of the independent studies that put into perspective the effect of the argumentation-based science learning on students' academic achievements and scientific processing skills through experimental method. In this context individual studies between 2007 and 2015 were put into investigation. As a result of literature review of the studies conducted in Turkey, the subject areas of academic achievement and scientific processing skills of the

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... argumentation-based science learning were examined. These examinations, the individual studies conducted according to the inclusion criteria through coding form were combined with the meta-analysis method. 27 studies (40 comparisons) for the effect of the argumentation-based in science learning on academic achievement and 15 studies (19 comparisons) for the effect of the argumentation-based learning on scientific processing