Abstract
Problem-solving is a vital component under the cognitive standard of the 21st century skills for preparing students to face global competition. Problem-solving supported by another skill, one of which is scientific reasoning. Research objective is to analysis profile content and context of Biology references by interaction of problem-solving and scientific reasoning aspects. Research procedure applied Toulmin Argument Pattern (TAP) as a basic framework to identify the scientific reasoning aspects. Data obtained from the questionnaire, survey, and analyzed descriptively. Result indicates that the majority of Biology references does not required of balance proportion between problem-solving and scientific reasoning aspects. The lower aspect both of content and context was located in explore and Look back for Ground and Rebuttal aspects. In addition, this result can be used to inform future development of instruction and assessment problem solving and scientific reasoning skills.
Highlights
The 21st century offers new challenges competencies and skills which needed in globalization such as problem solving skills [1]
The evaluation according to evaluation system score of scientific reasoning by Gracia-Mila [17], so the purpose of the research is to obtain a reference profile based on the problem solving aspects to improve students' scientific reasoning skills
Analysis carried through content and context of Biology references
Summary
The 21st century offers new challenges competencies and skills which needed in globalization such as problem solving skills [1]. Problem-solving is a vital component under the cognitive skills beside the ways of thinking in order to give the accurate, logic and systematic solutions [2]. Problem-solving skills supported by another skill, such as critical thinking [4], analytical thinking [5], creative thinking [6] and logical argumentation which called by scientific reasoning [7]. All aspects of scientific reasoning can be explored and exercised throughout student activities by using ills structured problem [10]. The ills problem required reasoning and analysis of multi-disciplinary science knowledge [6], it can be solved through investigated activities to foster the curiosity and science literacy, and to explore multi knowledge [11]. Exploration and organizational of knowledge used to build ideas or solutions that can be facilitated by reading references [12]
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