The aim of this study is to explore the effects of argumentation-based science learning (ABSL) approach on 9th Grade of Secondary Education students' creative thinking skills. The sample of the study included 22 9th grade of Secondary Education students in Bayburt in 2012-2013 academic year. In this study quantitative research method and pretest-posttest experimental design was adopted. As a data collection tool Torrance Test of Creativity Thinking Verbal-Figural Form A was used and the collected data were evaluated by using SPSS program (Statistical Package for the Social Sciences). While evaluating data, t-test was used for the sub-dimensions with normal distribution, whereas Wilcoxon test was used for the sub-dimensions not with normal distribution. The results of analysis showed that argumentation based science learning approach has a positive effect on creative thinking skills of students. At the beginning and end of semester, Torrance test analysis showed that there is a significant difference in favor of the posttest. Furthermore, according to the sub-dimensions of Torrance Test of Creativity Thinking Verbal/Figural Form A, significant differences were found for Verbal Form A in all sub-dimensions. While significant differences were not found between pretest and posttest results for the sub-dimensions of elaboration, synthesis of incomplete figures and emotional expressiveness, significant differences were found for the rest of sub-dimensions in favor of the posttest. In addition, it was observed that critical discussion skills of students were developed in the process.