Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context

Abstract

Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total of 120 students were selected and were first randomly divided into two groups to answer the Scientific Argumentation Test (ScAT). One group of students answered individually, while the other group was allowed to collaborate among group members. The Student Semi Structured Interview (SSSI) and Teacher Semi Structured Interview (TSSI) were also conducted on a selected group of students and their teachers to gather additional information to support the ScAT data. The findings showed that there is a significant difference in the mastery level of scientific argumentation between groups and individuals. Students who participated in group argumentation tend to perform better than those who participated in individual argumentation. However, the mastery level of scientific argumentation for both groups of students was generally unsatisfactory. Therefore, the teaching and learning of science in Malaysian schools need to emphasize more on group argumentative activities to enhance students' mastery of scientific argumentation, which will also their reasoning capabilities and scientific knowledge.

Escritura colaborativa de textos en quinto grado: Razonamiento y argumentación causal sobre un fenómeno físico

“…El modelo propone, además, un cualificador que hace referencia explícita al grado de fuerza con el cual los datos confirman la conclusión y sus condiciones de refutación. (Gutiérrez y Correa, 2009) Un indicador de mejoramiento cognitivo desde la teoría de Toulmin y que ha sido explorada con amplitud en diversos estudios (Heng, Surif, y Seng, 2014McNeill y Martin, 2011;McNeil y Pimentel, 2010) es la capacidad que tiene una persona para proponer contra-argumentos o refutaciones. En el caso que atañe a las categorías de análisis propuestas en este artículo, los contra-argumentos no se ven modificados por el diseño expuesto en esta investigación.…”

“…Heng, Surif, y Seng (2014), analizando los textos sobre química escritos por estudiantes de secundaria en Malasia, han propuesto que diferencias significativas pueden hallarse en la producción textual entre el grupo y los individuos, siendo mayor el resultado del grupo. Sin embargo, independientemente de la condición de escritura, el dominio de la argumentación científica para todos los estudiantes no es satisfactorio.…”

The Technology Pedagogy Knowledge (TPK) Teacher Using Worksheet 3D Pageflip Professional for Promoting Argumentation Skills High-Schools Students in Physics Learning

“…In general, the level of mastery of argumentation ability of learners between the group as well as individuals is not satisfactory. The results of this study indicate that the teaching and learning of science in schools should stress the argumentative group activities to enhance the scientific argument, reasoning ability and scientific knowledge learners (Heng, Surif, & Seng 2014). Selection of appropriate methods in the learning process also affects the ability of argumentation learners.…”

Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study

“…Although argumentation has been emphasized as a core competence of science students, Malaysian teachers are slow to implement the recommended instructional innovations; it appears that Malaysia teachers are not convinced that these approaches have the potential to promote science knowledge as well as other important outcomes. The teaching and learning of science in Malaysia still focuses on teacher-oriented activities and does not expose students to argumentative tasks (Heng & Surif, 2013a;Heng, Surif, & Seng, 2014, 2015b. Moreover, the emphasis on high-stakes examinations (Abdullah & Francis Peters, 2015;Heng, Surif, & Seng, 2015a;Peen & Arshad, 2013;Peen & Arshad, 2014) reinforces the current practice of teaching of science in Malaysia.…”