Explicit scientific argument on science teaching as an inquiry: designing activity on online schema using fuzzy delphi method

Abstract

In science learning, inquiry and argumentation activities can make science teaching and learning meaningful by maintaining the science as a process and a product. In addition, both of them were able to train higher order thinking skills. This study aims to design an online science learning process using the stages of inquiry learning that includes argumentation activities. The Fuzzy Delphi Method (FDM) is employed to design the stages of learning activities involving 10 experts, including researchers in the field of science learning design, learning psychology, and also practitioners (science educators). Based on the FDM method, learning stages are arranged consisting of three online sessions where each session is carried out in one online learning meeting. The first session was in the form of identifying problems, conducting literature studies, formulating hypotheses by proposing scientific arguments. The second session is in the form of activities to prove the truth of the proposed hypothesis (collecting data), analyzing data, and evaluating the proposed hypothesis along with the scientific arguments that are prepared. The third session communicated the findings of the investigation. Based on the results, the stages of learning activities are very suitable for application in science learning which is carried out online.