Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Abstract

Science educational standards are increasingly emphasising on argumentation skills. However, students' argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students' science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts' understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.

Metacognitive Argument-Driven Inquiryin Teaching Antimicrobial Resistance: Effects on Students Conceptual Understanding and Argumentation Skills

“…The result suggests that students' improved understanding of the concepts of Antimicrobial Resistance was facilitated by the MADI-based activities, which highlighted the integration of scientific argumentation and inquiry-based learning within a metacognitive environment. These findings of the present study were consistent with the previous research (Celep, 2015;Celik & Kilic, 2014;Ping et al, 2020;Myers, 2015), which supported the effectiveness of ADI in improving students' understanding. To substantiate the quantitative findings, the thematic analysis of the focus group discussion is presented in Table 5.…”

“…Although the study did only focus on students' generation of scientific arguments consisting of claim, evidence, and reasoning, the results of the present study corroborate the findings of a great deal of the previous works that have examined the effect of ADI on students' argumentation skills (Cȩtin & Eymur, 2017;Fadillah & Deta, 2020;Kadayifci & Celik, 2016;Myers, 2015;Ping et al, 2020). These studies noted that students' argumentation skills could be developed when they are exposed to a teaching and learning environment infused with scientific argumentation.…”

“…In the literature, the potential use of ADI was found to improve students' conceptual understanding (Celep, 2015;Celik & Kilic, 2014;Enderle, Grooms, & Sampson, 2013;Ping, Halim, & Osman, 2020;Myers, 2015) and argumentation skills (Cetin & Eymur, 2017;Fadillah & Deta, 2020;Kadayifci & Celik, 2016;Myers, 2015;Ping et al, 2020). In addition, some studies reported the effectiveness of ADI in developing students' academic achievement (Demircioglu & Ucar, 2015) and scientific process skills (Eymur, 2018;Kadayifci & Celik, 2016;Ping et al, 2020).…”

“…In the literature, the potential use of ADI was found to improve students' conceptual understanding (Celep, 2015;Celik & Kilic, 2014;Enderle, Grooms, & Sampson, 2013;Ping, Halim, & Osman, 2020;Myers, 2015) and argumentation skills (Cetin & Eymur, 2017;Fadillah & Deta, 2020;Kadayifci & Celik, 2016;Myers, 2015;Ping et al, 2020). In addition, some studies reported the effectiveness of ADI in developing students' academic achievement (Demircioglu & Ucar, 2015) and scientific process skills (Eymur, 2018;Kadayifci & Celik, 2016;Ping et al, 2020). Studies also explored its positive effects on students' perceptions of their own inquiry skills or self-efficacy (Eymur, 2018), attitudes towards science (Celik & Kilic, 2014;Walker, Sampson, Grooms, Anderson, & Zimmerman, 2012), and engagement in science (Myers, 2015).…”

A Joint Assessment of Reasoning about General Statements in Mathematics and Biology

“…Scientific reasoning and argumentation had a positive effect on students' achievement (Dofner et al, 2018) and this approach could be used to improve students' scientific knowledge. Ping, Halim and Osman (2020) found that students were able to provide explanations when using the argument, which included evidence supporting their opinion.…”