A Critical Review of Scientific Argumentation in Science Education

Fayyaz Ahmad Faize,Farhat Nisar,Waqar Husain

doi:10.12973/ejmste/80353

Abstract

The use of argumentation in science education is associated with many benefits. Some of these include developing critical skills, promoting spirit of enquiry, enhancing conceptual understanding and improving academic performance of students. However, there are also some issues and challenges while using argumentation in science classrooms. This research will discuss the strength of using scientific argumentation in science education. The findings from other such studies will also be critically reviewed to seek an in-depth understanding of the use of argumentation in teaching and associated challenges. The research would help in improving the use of argumentation in teaching and exploring solution to problems and challenges associated with this method.

Highlights

Argumentation is a social and dynamic process, involving individuals engaged in thinking, constructing and critiquing knowledge (Wegerif, 2007; Golanics & Nussbaum, 2008; Ford, 2008; Berland & Reiser, 2009; Osborne & Patterson, 2011)
This study offers critical reflection on the use of scientific argumentation and encourages the need for developing new instructional models to scaffold argumentation in science teaching
It appears that if prior knowledge and understanding existed before the construction of an argument, it is difficult to ascertain that understanding was caused by involvement through argumentation. It might be the improvement in conceptual understanding of other students who observe this argumentation process between students possessing relevant knowledge. Another explanation for improvement in conceptual understanding may be the restructuring of pre-instructional conceptual structures that helps in the acquisition of science concept through involvement in argumentation process (Duit & Treagust, 2017)

Summary

Introduction

Argumentation is a social and dynamic process, involving individuals engaged in thinking, constructing and critiquing knowledge (Wegerif, 2007; Golanics & Nussbaum, 2008; Ford, 2008; Berland & Reiser, 2009; Osborne & Patterson, 2011). The research would help in improving the use of argumentation in teaching and exploring solution to problems and challenges associated with this method. Students’ involvement in argumentation require an explanation or decision to a research question which shall be supported by some evidences based on empirical data and include the use of scientific principles, theories, models etc.

Results

Conclusion