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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 thedoi:10.18037/ausbd.415534 fatcat:yj7jbjai2jcdjltxm46znemiwy