Abstract
Empowering argumentation skills is very important to improve the quality and complexity of students’ knowledge. An individual’s conceptual understanding and reasoning can be evaluated from his/her ability to provide either written or spoken arguments. This study was conducted to examine the pre-service biology teachers’ argumentation skills with 142 pre-service biology teachers from South Sulawesi as research subjects. Based on Toulmin Argumentation Pattern rubric, pre-service biology teachers’ argumentation skills were categorized as low. It is necessary to improve the quality of the pre-service biology teachers’ argumentation skills such as by implementing a particular learning model or strategy.
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