Argumentation activities, which have become prominent in the education literature, are an important process to improve conceptual understanding. According to researchers there is a relationship between the argumentation and conceptual change, and thus argumentation enhances conceptual understanding since an argument deals with disagreement, which is the first step of conceptual change. The purpose of this research is to explore the impact of classroom-based argumentation on high school students’ conceptual understanding of chemistry concepts, their attitude towards chemistry, and argumentativeness when compared to traditional teaching approach. A quasi-experimental, pretest-posttest, control group design was used. The study was conducted with 53 students in Grade 9 and with the same students in the Grade 10. Implementations lasted 13 weeks in the first year and 8 weeks in the second year. The concept tests, attitude scale towards the chemistry, and argumentativeness scale were applied on both groups. Interviews to reveal the level of student understandings not defined by the concept tests were conducted at the end of each year with 6 students from each group. According to multivari
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