The present study aims to equip students with the value of scientificity through animations within the scope of 7th-grade social studies course at the middle school level. In this regard, its purpose is to identify if there are any significant differences between the experimental group with whom animations were used for the instruction of the value of scientificity and the control group with whom the course was conducted in the traditional way in terms of the acquisition of the value and to see whether animations are effective in the indoctrination of the value. Explanatory sequential design, one of the advanced mixed methodology designs, was used for the study envisaged to be conducted in an in-depth manner. The true experimental design was employed for the quantitative aspect of the study. Out of these designs, the Solomon four-group model was preferred as it is the experiment model with the highest scientific value. The method of case studies was used for the qualitative aspect of the study since it provides researchers with a profound point of view concerning the cases. The study group consists of 7th-grade students enrolled at two public middle schools at the central district of the province of Sivas during the spring semester of the 2018-2019 school year. The Scientificity Scale was used for the quantitative part of the study while semi-structured interview forms were employed for the qualitative part for data collection. The analysis of the quantitative and qualitative data collected within the scope of the study revealed a significant difference between the students in the experimental group and those in the control group in favour of the former in terms of the arithmetic means of the post-test results regarding the value of scientificity. The qualitative data collected during the study also support this outcome. The study concludes that animations are effective teaching tools concerning values education of students, providing suggestions in this respect.