Argument-based inquiry lab activity on microbiological water analysis for pre-service biology teachers

Abstract

Lab activity is a critical part of microbiology course for pre-service biology teachers. So far, cookbook microbiology practices were used to be applied instead of inquiry and argument-based activities. Scientific argumentation is not only for socioscientic issues, but also for lab activities for improving students scientific argumentation skills. The aim of this study was to investigate the students’ learning experience and scientific argumentation skills in a microbiology argument-based inquiry lab activity. The most probable number (MPN) methods were designed to analyse drinking water samples by detecting the presence of coli fecal bacteria. The observation method was used to assess learning experiences for the students. Meanwhile, scientific argumentation skills were assessed by using argument level criteria from students worksheets and lab report. The lab activity was following 8 steps: 1) introducing the problems and investigation questions; 2) formulating initial group arguments and hypothesis; 3) designing and conducting the experiment; 4) analyzing data and formulating group arguments; 5) enganging in argumentation session 6) writing lab report 7) doing peer-review; and 8) writing revision and evaluating the report. The results showed that the argument-based inquiry lab activity improving students scientific argumentation, especially in making data as evidence for their claims. The students also responded that the activity made them have more undertanding and interest in microbiology.