Araştırma Makalesi | Açık Erişim
Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi 2026, Clt. 6(10) 97-121
Trends In Argumentative Thinking Skills: A Systematic Review
ss. 97 - 121
Yayın Tarihi: Haziran 30, 2026 | Görüntüleme Sayısı: 0/0 | İndirilme Sayısı: 0/0
Özet
Argumentative thinking skills play a fundamental role in developing critical reasoning, evidence-based decision-making, and constructive discourse. This systematic review examines research trends on argumentative thinking skills published between 2014 and 2024, aiming to reveal how the field has evolved regarding publication trends, methodological approaches, participant groups, and thematic orientations. A total of 67 peer-reviewed studies indexed in the Web of Science (WoS) database were analyzed in line with the PRISMA 2020 framework. Data were collected through systematic document review, and coding reliability was verified by expert opinion. The findings indicate that most studies focus on argumentative writing, critical thinking, and discourse-based learning, with university students being the predominant participant group. Quantitative research designs, convenience sampling, scale-based measurement tools, and statistical analyses such as t-test and ANOVA were identified as the most frequently used methods. Recently, a significant increase in integrating digital technologies and artificial intelligence has been observed. However, the results highlight critical gaps, including a shortage of longitudinal research, a lack of studies focusing on early childhood and primary education, and a scarcity of culturally responsive approaches. By synthesizing these trends and gaps, this study provides a crucial roadmap for future research to develop more inclusive, technology-integrated, and methodologically diverse pedagogical models.
Anahtar kelimeler: Argumentative thinking skills, Systematic review, PRISMA, Educational trends, Educational technologies
APA 7th edition
Bekiroglu, D., & Gulluhan, N.U. (2026). Trends In Argumentative Thinking Skills: A Systematic Review. Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi, 6(10), 97-121.
Harvard
Bekiroglu, D. and Gulluhan, N. (2026). Trends In Argumentative Thinking Skills: A Systematic Review. Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi, 6(10), pp. 97-121.
Chicago 16th edition
Bekiroglu, Derya and Nur Utkur Gulluhan (2026). "Trends In Argumentative Thinking Skills: A Systematic Review". Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi 6 (10):97-121.
Akhdinirwanto, R. W., Agustini, R., & Jatmiko, B. (2020). Problem-based learning with argumentation as a hypothetical model to increase the critical thinking skills for junior high school students. Jurnal Pendidikan IPA Indonesia, 9(3), 340–350. https://doi.org/10.15294/jpii.v9i3.19282
Andrews, R. (2010). Argumentation in higher education. London: Routledge.
Andriessen, J., & Baker, M. (2006). Arguing to learn (pp. 443-460). Na.
Bekiroğlu, D., & Güllühan, N. Ü. (2022). Trends of thinking skills in social studies and life studies courses: A meta-synthesis study. Thinking Skills and Creativity, 45, 101099. https://doi.org/10.1016/j.tsc.2022.101099
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
Erduran, S., & Jiménez-Aleixandre, M. P. (2012). Argumentation in science education research: Perspectives from Europe. In Science Education research and Practice in Europe, (pp.253-289) Brill.
Erduran, S., Ozdem, Y. & Park, JY. Research trends on argumentation in science education: a journal content analysis from 1998–2014. IJ STEM Ed 2, 5 (2015). https://doi.org/10.1186/s40594-015-0020-1
Erduran, S., Simon, S., & Osborne, J. (2006). Argumentation in science education: Perspectives from classroom-based research. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 1–27). Springer. https://doi.org/10.1007/978-1-4020-6670-2_1
Garcia-Mila, M., Felton, M., Miralda-Banda, A., & Castells, N. (2023). Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines. Journal of Education for Teaching, 49(4), 648-666. https://doi.org/10.1080/02607476.2022.2150536
Giri, V., Paily, M.U. (2020). Effect of Scientific Argumentation on the Development of Critical Thinking. Sci & Educ 29, 673–690. https://doi.org/10.1007/s11191-020-00120-y
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health İnformation & Libraries Journal, 26(2), 91-108.
Hasnunidah, N., Susilo, H., Irawati, M., & Suwono, H. (2020). The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models. Journal of University Teaching & Learning Practice, 17(1), 6. https://doi.org/10.53761/1.17.1.6
Jiménez-Aleixandre, M. P., & Erduran, S. (2008). Argumentation in science education: An overview. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3–27). Springer.
Kienpointner, M. (2017). Rhetoric and argumentation. In The Routledge Handbook of Critical Discourse Studies (pp. 228-241). Routledge.
Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155-179. https://doi.org/10.1080/23735082.2015.994254
Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74(5), 1245–1260. https://doi.org/10.1111/1467-8624.00605
Landis, J. R., & Koch, G. G. (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
Marni, S., & Harsiati, T. (2019). Critical thinking patterns of first-year students in argumentative essay. Journal for the Education of Gifted Young Scientists, 7(3), 683-697. https://doi.org/10.17478/jegys.605324
Noroozi, O., Banihashem, S. K., Biemans, H. J., Smits, M., Vervoort, M. T., & Verbaan, C. L. (2023). Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies, 28(10), 12757-12784. https://doi.org/10.1007/s10639-023-11683-y
Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28(3), 384–395. https://doi.org/10.1016/S0361-476X(02)00038-3
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463-466. DOI: 10.1126/science.1183944
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994–1020. https://doi.org/10.1002/tea.20035
Rapanta, C., García-Mila, M., & Gilabert, S. (2013). What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education. Review of Educational Research, 83(4), 483–520. https://doi.org/10.3102/0034654313487606
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y. Punie, Ed.) [JRC Science for Policy Report, EUR 28775 EN]. Publications Office of the European Union. https://doi.org/10.2760/15977
Sain, Z. H. (2024). Utılızıng artıfıcıal ıntellıgence ın educatıon to equıp students for the challenges of the 21st century . New Era Internatıonal Journal Of Interdıscıplınary Socıal Researches, 9(23), 55–62. https://doi.org/10.5281/zenodo.11079969
Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122-1148. https://doi.org/10.1016/j.tsc.2022.101099https://doi.org/10.1002/tea.21037
Samson, P. L., & Blanchard, M. R. (2012). Argumentation in science education: The role of teacher scaffolding. Science Education, 96(5), 935–955. https://doi.org/10.1002/sce.21000
Schwarz, B. B., & Baker, M. J. (2017). Dialogue, argumentation and education: History, theory and practice. Cambridge University Press.
Simon, S. (2008). Using Toulmin’s argument pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education, 31(3), 277-289. https://doi.org/10.1080/17437270802417176
Tindale, C. W. (2004). Rhetorical argumentation: Principles of theory and practice. Sage.
Tippett, C. (2009). Argumentation: The language of science. Journal of Elementary Science Education, 21(1), 17-25. http://www.jstor.org/stable/43155841. Accessed 19 Oct. 2024.
