Isiker, YakupSozer, Mehmet Akif2025-05-152025-05-1520250022-06711940-0675https://doi.org/10.1080/00220671.2025.2492271https://hdl.handle.net/20.500.12514/8891Isiker, Yakup/0000-0003-3493-0620This study aims to investigate the effects of argumentation-based activities on moral reasoning development of 4th-grade primary school students. A concurrent nested mixed method was employed. The sample consisted of 30 fourth grade students from a primary school. Before and after the argumentation-based activities "Moral Reasoning Scenarios Inventory" was administered, then interviews were conducted with the students regarding the scenarios. It was found that there was a significant difference in favor of post-intervention results, with a decrease in students' hedonistic and punishment avoidance reasoning, and an increase in the norm and rule-based, the good-empathy of the other, social approval-based and rights and justice-based reasoning. When the students' argumentation activities and their views on moral situations were considered together, it was concluded that argumentation-based activities have a positive effect on the development of students' moral reasoning.en10.1080/00220671.2025.2492271info:eu-repo/semantics/closedAccessArgumentationMoral ReasoningMoral DevelopmentMoral ValuesSocial StudiesArticleQ3Q2WOS:001470780200001