Examination of Learning Equity among Prospective Science Teachers Who are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

The Effectiveness of Scientific Argumentation Strategy towards the Various Learning Outcomes and Educational Levels Five Over the Years in Science Education

“…Table 1 shows two learning outcomes in the elementary school level that can be improved through scientific argumentation strategy (Larrain et al, 2018) and two learning outcomes in the junior high school level (Pekel, 2019;Larrain et al, 2019). Meanwhile, in senior high school level, there are six learning outcomes (Tsai, 2018;Ping et al, 2019;Giri & Paily, 2020), and six learning outcomes in higher education level (Acar & Patton, 2016;Fan et al, 2020;Faize & Akhtar, 2020). Based on the systematic review, higher education and senior high school levels are the most educational level studied on various learning outcomes through the scientific argumentation strategy.…”

“…Gagne (1984) and Bloom (1956) state that knowledge, skill, and attitude are the learning outcomes that have been distinguished and appear to be widely accepted. Table 1 shows that 11 learning outcomes in the knowledge domain can be improved through scientific argumentation strategy (Acar & Patton, 2016;Tsai, 2018;Pekel, 2019;Larrain et al, 2018;Fan et al, 2020;Faize & Akhtar, 2020;Larrain et al, 2019;Giri & Paily, 2020), three learning outcomes in skill domain (Larrain et al, 2018;Ping et al, 2019), and two learning outcomes in attitude domain (Tsai, 2018;Faize & Akhtar, 2020). Based on the systematic review, the learning outcome in the knowledge domain is the most learning outcome which is developed through scientific argumentation.…”

“…According to Hunter dan Schmidt (1990), there are two limitations in a meta-analysis study: sampling error and error of measurement. The most effective learning outcome improved through scientific argumentation strategy is scientific reasoning in higher education level by Acar & Patton (2016) with an effect size 1.39 and standard error 0.2478. Engelmann et al (2016) state that scientific reasoning and scientific argumentation use evidence and communicates and scrutinizes the results of a scientific discovery process, and Lawson (2010) states that argumentation and scientific reasoning have a relationship with each other.…”

“…So, it can be the reason why scientific reasoning is the more effective learning outcome that is developed through scientific argumentation. Additionally, Acar & Patton (2016) studied in the higher education level. So, we can conclude that scientific reasoning is more useful to be improved through scientific argumentation strategy in the higher education level than other learning outcomes and other educational levels.…”

Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process

“…Therefore, it is possible to apply methods that identify the conceptual knowledge, comparing the performance between student groups before and after the instructions. The results may show that concrete rationalist students have a better performance in comparison with formal and post-formal rationalist students, surpassing them in a conceptual knowledge subscale [Acar and Patton 2016].…”