The aim of this study is to determine the effect of argumentation supported problem-based learning practices in science instruction on seventh grade students' inquiry learning skills perceptions. Besides, the finding out of students' views about the argumentation supported problem based learning have been purposed. The research model is a 2x2 Solomon four grouped experimental design. The research which is continued the seventh class "Force and Energy" unit and applied by the own researcher has been realized with argumentation supported problem-based learning in experimental groups, and in the control groups with the activities and practices in the seventh grade science course textbook. The "Inquiry Learning Skills Perception Scale", which was given as a pre test at the beginning of the study for the Experiment 1 and Control 1 groups, was finally used as a post test in the Experiment 1, Experiment 2, Control 1 and Control 2 groups. In the obtained data, it was determined that the increase of scores on the seventh grade students' inquiry learning skills perceptions was not significant. Besides, in the outcome of semi-constructed interviews carried out with students who are in the experimental groups it has been concluded that all of the interviewers' views about the effects of argumentation supported problem based learning on process and learning are positive.