Instead of a science class where students are passive listeners in the learning process and teachers focus only on instruction and evaluate their students' cognitive acquisitions (Driver, Newton& Osborne, 2000: 297), classes that engage students with the construction, evaluation and criticism of arguments and models in the 21st century world are the educational environments targeted by today's world countries (Osborne, 2007; Simon, Erduran & Osborne, 2006: 237; Simon & Johnson, 2008). In the light of this information, the aim of this study is to investigate the effects of the implications carried out according to the argumentation based learning in teaching the topic of "particulate nature of matter" on the science achievement and argumentation willingness of the sixth grade students in Turkey. In the research, quasi-experimental method with pre-test-post-test control group was used as quantitative learning method. In the intervention group, a teaching was made according to the argumentation based learning. As for the control group, a teaching was made according to the learning-teaching environments in the science curriculum of the Ministry of National Education in Turkey. "Particulate Nature of Matter Test [PaNoMaT]" and "Argumentation Willingness Scale [AWS]" were used as data collection tools in the study. The sample of the study consists of 42 sixth grade students (intervention group, N= 20, control group, N= 22) studying in primary education in Turkey. At the end of the research, it was determined that the increase in the success of the intervention group in the relevant chemistry topic was more significant than the increase in the success of the control group. In the study, it was also determined that the argumentation willingness of the intervention group increased significantly at the end of the implications.