Analysis of the relationship between students’ argumentation and chemical representational ability: a case study of hybrid learning oriented in the environmental chemistry course

Abstract

Engaging students in collaborative learning fosters the expression of ideas, deepens understanding, and hones argumentation skills. Argumentation is pivotal, and instructors should facilitate opportunities for its practice. In the study on an environmental chemistry course, class conversations were recorded to analyze students’ contributions to online learning. Participants shared opinions, raised objections, and built on others’ answers. The instructor played a crucial role in harmonizing collaboration and guiding comprehensive argumentation. The study found claims and data as the most basic and common elements of argumentation. However, more complex components like rebuttal and backing warrants often need instructor intervention. While claims and data typically relied on one form of representation, such as macroscopic or symbolic, warrants demanded multiple dimensions, predominantly symbolic and submicroscopic. Toulmin’s arguments and Mahaffy’s tetrahedral ability of chemical representation were used for analysis. The findings highlighted that argumentation skills and chemical representation are intertwined, with certain argumentative components calling for specific representational dimensions. Collaborative online learning, thus, can enhance student participation and multifaceted skill development.

Increasing High School Students' Creativity in Local Wisdom-Based Environmental Studies Through the Project-Based Learning Model

“…Observations in several high schools scientific understanding and performance in chemistry [15]. It also promotes maximum creativity [16], fosters teamwork [17][18], and provides students with extensive hands-on experience [19], [20].…”