摘要：The aim of this research is to investigate the effect of argumentation-based teaching carried out for environment-energy subjects on critical thinking of prospective classroom teachers. The research was conducted in accordance with the quantitative research method and pre-post-test semi experimental design with experimental-control group was used. Environmental education lessons were taught for ten weeks in the experimental and control groups based on argumentation and traditional teaching, respectively. After the argumentation-based teaching process, when prospective classroom teachers pre-test scores obtained from the critical thinking skill test are statistically controlled a significant difference, was found in favor of the post-test critical thinking skill mean scores of the experimental group (p <0,05), and the effect of the application was "middle effect" (ή2: 0,11). The critical thinking levels of the experimental group prospective classroom teachers were found to be higher than those of the control group.
