Instead of giving information to their students, teachers should also teach students how to obtain information. While doing this, teachers need to use various methods and approaches. Argumentation-Based Learning is one of these methods. The thinking skills of the students provide positive contributions to the students in the argument making process. Argumentation-based learning is an important method to develop students' high-level thinking skills, to ensure their active participation in the lesson, to make learning more enjoyable. Lessons can turn into a dynamic and constructive state where teachers can have a chance to demonstrate their students' creativity by creating a discussion environment, reasoning. With this perspective, the aim of this research is to examine the postgraduate theses made in the field of argumentation-based learning between the Decenniums of 2010-2021 according to various variables. 172 accessible graduate theses on argumentation-based learning have been reached. In the research, theses were examined according to the determined variables and analyzed using percentage-frequency. In the study, a total of 172 studies conducted on argumentation-based learning between Dec 2010-2021 were analyzed separately according to the field of study, research method, research model, educational level and different variables examined. As a result of the analysis of the data, it was determined that most of the studies were conducted at the primary school level, and then at the secondary school and college levels. In terms of research methods, which is another variable, it has been found that quantitative research method is frequently used. It has been found that mostly the descriptive research pattern is preferred and used in the experimental method, but the mixed pattern is not very preferred. It turned out that it is often studied on topics in the fields of Social Sciences.

Argumentation-Based Learning, Variable, Between 2010-2021