Effectiveness of Argumentation based instruction on achievement in science of secondary school students

Abstract

In recent years, there has been a major shift in perceiving learning from a process confined to individual mind towards process involving social and cultural dimensions. Considering science learning as something isolated from society and confined only to mere observation and experiment is a divorce to the material bond of science and society. The inclusion of argumentation and debate in the science classroom is a rising area of interest among science educators. Argumentative practices are central both to education and science. Pedagogies which foster argumentation lie at the heart of an effective education in science. In the present study, the investigators developed an instructional strategy infusing argumentative practices and named as Argumentation based Instruction. In order to validate effectiveness of Argumentation based Instruction on achievement in science; the investigators conducted a quasi-experimental research. Comparing the pre test and post test scores of experimental and control group, it can be concluded that Argumentation based Instruction is effective in improving achievement in science