The scientific argumentative skill analysis reviewed from the science literacy aspect of pre-service teacher

Abstract

<span lang="EN-US">Scientific argumentative skills could encourage the critical thinking skill of college students about scientific phenomena. This research aimed to measure and describe the scientific argumentative skill of the primary school teacher candidates, reviewed from the scientific literacy. This research applied the quantitative method by using a survey typed cross-sectional design. The researchers selected the participants with convenience sampling. The results were 184 college students of even semester of 2020/2021. The applied instrument was the validity process. The data collecting techniques were test and questionnaire assisted with a Google Form. The test instrument consisted of four items. Then, the questionnaire item of the student’s perceptions about the argumentative scientific skills consisted of ten items. The researchers arranged the instruments with the indicators of science literacy-based scientific argumentative skills about biodiversity. The validity results showed that the test and questionnaire instruments were valid, relevant, and reliable to measure the skills. The researchers measured the argumentative scientific skills with Toulmin argumentative pattern (TAP) that was modified. The scientific argumentative skill profiles of the students showed that a percentage of 52% students was at level 3. However, there were no students reaching level 5. The students’ perceptions showed that they were interested in expressing their arguments and confidence while expressing their opinions. The results suggested the science educators prepare teacher candidates with argumentative scientific skills by developing learning innovation. The empowerment strategy by using scientific argumentation measurement is essential to apply to create better primary school teacher candidate with 4.0 century skills.</span>

Research on Bibliometric Analysis of Toulmin's Argument Pattern (TAP) in Learning Physics in the Last Ten Years

“…Based on the analysis of keyword relationships, the fourth cluster discusses the application of TAP related to contextual problem-solving in improving scientific literacy. Research from (Fakhriyah et al, 2022), the scientific argumentation measurement pattern could be found by using TAP.…”

Relationship analysis of the competence of excellent pre-service teachers: implementation scaffolding argument-driven by via inquiry learning design based on scientific literacy

“…The active participation of students who have the courage to convey the results of their thoughts will indirectly increase their intellectual development [10]; [11]. With scientific argumentation skills, a student is able to develop this when they have a high conceptual understanding [12]. The ability to argue scientifically equips students to be able to think critically through extracting information, empirical evidence to support an opinion, and verifying the data or information they receive.…”

Contribution of the Inquiry Learning Model to Student Scientific Argumentation Skills on Fluid

“…Research on inquiry learning models using three types of structured inquiry learning, guided inquiry learning models and open inquiry in improving scientific argumentation skills in fluid material is important because scientific argumentation skills are one of the high-level thinking skills needed in the era of globalization (Frey et al, 2015). Scientific argumentation skills can help students to develop conceptual, critical, creative and reflective understanding of scientific phenomena (Fakhriyah et al, 2022). The use of fluid material is because it is a complex and abstract material, so it requires in-depth understanding and broad application.…”