Prospective biology teachers’ critical thinking skills in microbiology argument-based inquiry laboratory activities

Abstract

Argumentation in science education have been realized to have connections with many benefits including critical thinking skills. This study explored the implementation of argument-based inquiry activities ini microbiology laboratory course and how the implementation may improve students critical thinking skills. The subject of this research was the fifth semester students of a biology teacher educational institution in Cirebon. The data collected were the students’ critical thinking skills using a set of critical thinking skills test in microbiology lab course. The result showed that the students’ participation in the microbiology argument-based inquiry laboratory activities significantly improved the critical thinking skills of the students. The aspects of the critical thinking skills that influenced the most by the program was developing and maintaining a position in an issue by analyzing, evaluating and producing explanations.