Tarih Okulu Dergisi (TOD) Haziran 2021 Yıl 14, Sayı LII, ss.1785-1805. Journal of History School (JOHS) June 2021 Year 14, Issue LII, pp.1785-1805. DOI No: http://dx.doi.org/10.29228/Joh.49847 Authenticity process is conducted by Makale Türü: Araştırma makalesi Article Type: Research article Geliş Tarihi: 08-03-2021 Kabul Tarihi: 16-06-2021 On-line Yayın: 30-06-2021 Submitted: 08-03-2021 Accepted: 16-06-2021 Published Online: 30-06-2021 Atıf Bilgisi / Reference Information Et, S. Z. & Gömleksiz M. N. (2021). Analysis of Argumentation Application in Terms of Learner Experiences. Journal of History School, 52, 1785-1805. [1785] ANALYSIS OF ARGUMENTATION APPLICATION IN TERMS OF LEARNER EXPERIENCES 1 Sümeyra Zeynep ET 2 & Mehmet Nuri GÖMLEKSİZ 3 Abstract Problem-solving, inquiry, decision-making, and supporting these decisions on solid grounds are among the skills expected from today’s individuals. Experiences in inquiry- based learning environments are crucial for individuals to fulfill these requirements. In this context, the research aims to determine the opinions and experiences of 24 science teacher candidates who participated in the Argumentation-Based Inquiry (ABI) approach practices, one of the inquiry activities. Research data were collected through student journals. The research aimed to determine the feelings and thoughts of teacher candidates regarding argumentation practices with student journals. Research data were analyzed using the content analysis method. Some of the results obtained in the study are as follows. Teacher candidates stated that the ABI approach made the course entertaining and interesting. They stated that they can actively participate in the process so that the knowledge they have gained regarding the answers to the questions they seek becomes more meaningful. Further, teacher candidates have often expressed in the journals that 1 This study is a part of the doctoral thesis submitted to Fırat University Institute of Educational Sciences. Article writing author influence rate: 1st author: 50%, 2nd author: 50%. Ethics committee approval for this article was obtained at Fırat University with the number 208735. 2 Researrch Assistant, Kastamonu University, Education Faculty, Department of Education Programs and Instruction, szeynepet@kastamonu.edu.tr, Orcid: 0000-0002-0176-4788 3 Professor, Mehmet Nuri Gömleksiz, Fırat University, Education Faculty, Department of Education Programs and Instruction, ngomleksiz@yahoo.com, Orcid: 0000-0002-8268-0163