Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module

Abstract

Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students' argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students' argumentation skills.

Looking at a Portrait of Student Argumentation Skills on the Concept of Inheritance (21st Century Skills Study)

“…siswa yang memiliki keterampilan argumentasi mampu mengkontruksi jawaban berdasarkan konsep sains (Amielia et al, 2018). Pembenaran yang dimaksud adalah keterkaitan antara yang disampaikan dengan data atau alasan ilmiah sebelumnya yakni berupa konsep-konsep sains yang termuat dalam materi, jika memang ada keterkaitan yang relevan, berarti siswa telah memiliki keterampilan argumentasi ilmiah.…”

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

“…In learning, teachers must focus on providing facilities to support the development of a culture of argumentation in students. This development can include the transfer of teacher knowledge in the learning process and creating interactions that support good communication between teachers and students by prioritizing argumentation (Amielia, et al, 2018;Diniya & Rusdiana, 2018;Fadly, 2017bFadly, , 2020. In this case, the teacher has not entirely carried out learning according to student characteristics and teaching techniques as expected to develop learning priorities that lead to argumentation skills (Jönsson, 2016;Osborne, et al, 2004).…”

Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses

“…Moreover, the method of argument-driven inquiry encourages students to develop and use conceptual models, design and conduct research, develop explanations, share ideas and criticize, all of which allow students to develop the knowledge and skills they need to become science literate individuals (Sampson, Hutner, FitzPatrick, LaMee & Grooms, 2017). In this context, when the literature is examined, studies have been conducted with students from primary schools (Chen, Wang, Lu & Hong, 2019;Chen, Wang, Lu, Lin & Hong, 2016), secondary school (Aktas, 2017;Aktas & Dogan, 2018), high school (Amielia, Suciati & Maridi, 2018;Cetin, Eymur, Southerland, Walker & Whittington, 2018;Eymur & Cetin, 2017;Eymur, 2018;2019;Kim & Hannafin, 2016) and also prospective teachers (Altun & Özsevgeç, 2016;Cetin & Eymur, 2018;Erenler, 2017;Eymur & Cetin, 2017). It can be said that these studies are mostly conducted with high school students and prospective teachers.…”

“…For this reason, it can be considered that studies involving the applications of the argument-driven inquiry method at the level of secondary school students are needed. At the same time, when we examined the topics on which the method of learning based on argument was studied, the method in question was used to provide academic achievements/conceptual understandings of the students or teacher candidates (Aktas, 2017;Aktaş & Dogan, 2018;Cetin, Eymur, Southerland, Walker & Whittington, 2018), their participation in science learning (Chen, Wang, Lu & Hong, 2019), their level of argument and their desire to participate in the discussion (Aktas, 2017;Aktaş & Dogan;Amielia, Suciati & Maridi, 2018;Chen, Wang, Lu & Hong, 2019;Chen, Wang, Lu, Lin & Hong, 2016;Cetin, Eymur, Southerland, Walker & Whittington, 2018), cognitive and affective expectations (Cetin & Eymur, 2018), views on the nature of science (Eymur, 2019), their self-reliability (Eymur, 2018; Research examining the impact of Eymur & Cetin, 2017), scientific writing skills (Cetin & Eymur, 2018) and metacognitive awareness (Erenler, 2017) has been reached. As a result of these studies, quantitative findings have been obtained that this method positively improves the learning output of students or prospective teachers.…”