In today's world, where technology is advancing day by day and it is easier to access information, developments in science bring along a process that involves dilemmas regarding the ethical and moral values of individuals as well as providing basic scientific knowledge to society. Space exploration refers to a perspective that examines the social, cultural, economic and political effects of these studies as well as scientific studies aimed at exploring and understanding the universe. In this study, it is aimed to determine the effect of astronomy workshop activities on middle school students' argumentation levels towards space exploration. The study was conducted with 25 middle school students in a face-to-face astronomy workshop according to a 10-week plan. The activities in the implementation process were prepared and implemented by the researcher. The data obtained from the research were analyzed by content analysis. In determining the argumentation levels, argumentation tables prepared in accordance with Toulmin Argument Model were analyzed. The findings of the study indicated an augmentation in the diversity of student perspectives on space exploration, a socioscientific issue that was addressed. The analysis revealed that the astronomy workshop activities designed to facilitate space exploration exhibited a significant impact on the students' argumentation levels.