Student Argumentation Research Articles

Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory

Scientific argumentation is a key means by which students make sense of content and processes in inquiry-based instruction. In scientific argumentation students make a claim that they support with evidence and provide reasoning as to how the evidence supports the claim. Integrating the different aspects of scientific argumentation can be challenging for students especially if they need to make a claim change to accommodate new evidence. This study examines student argumentation within a two-semester general chemistry laboratory sequence at a minority-serving, comprehensive university in the Midwest, which employed the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction. Video recordings of group argumentation from four investigations, two each semester, were coded using the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. On the basis of the data, students did not tend to change their claims or reasoning even when provided with contradictory evi...

Promoting coupled-inquiry cycle through shared curricular integration models to enhance students argumentation

Systemic changes in key aspects of curriculum are esentially important because the challenges of emerged 21st century are growing rapidly. The changes made by the Indonesian Government in the 2013 curriculum, in line with such issue, are closely associated with scientific approach, student-centered learning, developing students thinking and collaboration skills, attitudes, exploring communication, and integrated learning. There are many schools teaching science partially. Not surprisingly, such obvious premises are leading to some overlapping subject materials among physics, biology, chemistry and inefficiency amount of time in classroom activities. Apparently, teachers have lots of difficult to design and integrate the science learning. To investigate the matter, the researchers are therefore interested to promote curricular integrated type employed by teachers in classroom, familiarly called as shared curricular integration. This type can be supported by coupled-inquiry cycle because it enables students to explore their argumentation. Moreover, the students’ argumentation activities can be supported through two fundamental investigations popularly called as experiment and communication through discussion. The methods of acquiring data were in regard to students’ argumentation tests and observation. The result of data analysis which is conducted with one sample t-test was coupled-inquiry cycle through shared curricular integration can enhance the students’ argumentation skills.

Analysis on senior high school’s reasoning skill

This research aims to get analyzation of reasoning skill in Senior High School level. Defined as ability in drawing conclusion expressed in logical argument, the analyzation on reasoning skill is measured by student argument in answering essay question involving respiratory system topic. The arguments are categorized into five levels based on Toulmin Argumentation Pattern (TAP) consists of Claim, Data, Warrant, Qualifier, Backing, and Rebuttals. The subjects are students of Senior High School chosen by purposive sampling. The method used in this research is descriptive. The results shows that level of students argumentation lies 29.17% on level one and 70.83% on level two This results indicates that most of Senior high school students are having difficulty in giving explanation on their claim using the data related to fact or theory they have acknowledged.

Comparison of argumentation skill in science and non-science undergraduate students

This research is aimed to evaluate and compare the argumentation skill in science and non-science students. This research is quantitative research which involved two classes including 30 science students who taught human physiology subject and 30 social and humanities students who taught curriculum development subject. Both classes using blended learning with “argueweb” for online learning and debate for offline learning. The data collected from argumentation score using argumentation observation sheet. The data collected then to analyze descriptively and statistically using t-test. The result showed that there are differences between argumentation skill in science and non-science students. There are differences in quality of argumentation in science and non-science students. Science students showed good and clear backing with so many evidences. While non-science students provide strong and arguable warrant. Thus the quality of both science and non-science students argumentation need improvement to achieve better argument and learning outcomes.

Examination of the Ability of Classroom Teacher Candidates’ Making Written Arguments

The purpose of this study is to examine the ability of classroom teacher candidates’ written arguments. 100 teacher candidates who are 3rd grade, participated in the study. For this purpose, a worksheet was prepared which contains 4 problems about the physical and chemical changes, the state of matter and mixtures from General Chemistry course. The worksheet was prepared according to the method of argumentation. The second problem in the worksheet consists of two different interrelated questions within itself. The answers given by teacher candidates to problem situations were scored by argumentation scale. The firstly to evaluate the answers given, it must be true in the field of chemistry. Wrong answers show that there may be misconception. When the data obtained from the study are analysed, it is seen that only the ratio of those who make correct in the first question of the second item is higher than those who do wrong. In other problems, it is seen that the ratio of the wrong answer is higher. This shows that teacher candidates have misconceptions about physical and chemical change. On the other hand, a simple linear correlation process was applied to determine the relationship between teacher candidates' grades of Science Information Laboratory Practice grade and the points they got from the argumentation scale. The result shows that there is a negative relationship between the passing score and the argumentation score. This means that the level of argumentation of students who are very successful in academic terms is not high. Keywords: Argumentation, Written Argument Skills, Classroom Teacher DOI : 10.7176/JEP/10-6-06

Analyzing scientific argumentation skills of biology education students in general biology courses

Scientific argumentation is one of the most important components of scientific literacy. This was a descriptive research that aimed to describe the prior skill about quality of argumentation of 60 biology students who take the subjects of General Biology at Sriwijaya University. Assessment has been done through visual audio transcripts and written arguments. The argument quality assessment is determined Toulmin Argumentation Pattern (TAP) and based on Eduran categories of argument quality. The results showed that the quality of argumentation of students both written and oral were low, it can be seen from the highest aspect achived by students was claim aspect about 80% while the warrant, backing and rebuttal aspects did’nt reach 50%. This is also reinforced by the level of argument obtained by students who did not reach the fifth level. The most achievement of the level argumentation in the first and second level, that students still have difficulty to convey the results of his analysis both orally and writing. These findings can serve as a basis for further research on the use of strategies and development of teaching materials based on innovative teaching strategies that facilitate students to develop their scientific argumentation skills.

The Technology Pedagogy Knowledge (TPK) Teacher Using Worksheet 3D Pageflip Professional for Promoting Argumentation Skills High-Schools Students in Physics Learning

The demands of 21st-century skills highlighted the importance of cooperation between teachers and students to achieve the expected skill. The Pedagogical knowledge of teachers in teaching and technology into things that need to be developed. The pedagogic ability of teachers in the use of technology can be a potential to develop students' abilities argument. This study aims to develop students' ability argumentation through pedagogical knowledge of teachers in using technology. The technology used is the result of the development of student worksheets 3D PageFlip Impulse and Momentum topics. The purpose of this study to look at the ability of students through the application of scientific argumentation (Technological Pedagogic Knowledge) TPK teachers in the classroom. This research is descriptive research. The data collection capability student argumentation performed by administering a written test. The subjects were students of class X at SMAN 1 Yogyakarta Prambanan. Rate scientific argumentation ability of students refers to Toulmin Argumentation Pattern (TAP). The results showed that the complexity of argumentation ability of students still at low level. These results suggest that the ability of the student arguments need to be improved.

Argumentation and Reasoning Skills In Socioscientific Issues

Education is facing big challenges so that it can create qualify individuals in problem solving. Application of knowledge and or scientific concepts in the public is a realization of knowledge obtained by students at school. There are several ways to develop science education, one of which is through argumentation skill towards socioscientific issues. The socioscientific issue is scientific concept and problem-based issue, controversy, public discussion greatly influenced by socio-politics. This writing by literature study method aims to explore on argumentation skill for students so that they can face any problem solving challenges in daily life by studying; application of argumentation skill for socio scientific issue in daily life, argumentation and reasoning as well as Toulmin Argumentation Patter as the pattern used in student argumentation skill access.

Estudio cuasiexperimental para el análisis del pensamiento crítico en secundaria

Ante la preocupación por los bajos niveles de comprensión lectora del alumnado adolescente y la creciente influencia de modelos externos en sus procesos de construcción identitaria, el presente estudio propone una construcción más activa, reflexiva y autónoma para formar lectores críticos desde la educación literaria. Tras una aproximación a la noción de lectura crítica, la investigación se decanta por un comentario textual orientado al estímulo de dos manifestaciones básicas del pensamiento crítico, como actividad nuclear de una secuencia diseñada y puesta en práctica con un grupo de estudiantes de cuarto curso de Educación Secundaria Obligatoria. Utilizando un diseño cuasiexperimental se hace un análisis comparativo entre las evidencias del sentido crítico registradas en el discurso del grupo experimental y las encontradas en el discurso del grupo de control.

Prospective mathematics teachers’ expectations for middle grades students’ arguments

AbstractIn this study, 15 prospective secondary (grades 6–12) mathematics teachers were asked to situate themselves as middle school (grades 6–8) mathematics teachers and validate arguments purported to prove that the sum of the first n odd natural numbers is. We examined their stated expectations for middle school students’ mathematical arguments and the rationales given for these expectations. Even though the participants were situated as middle grades teachers when evaluating hypothetical student arguments, not all of the participants embraced this perspective when discussing their expectations for middle school students’ arguments. In fact, only six participants embraced the teacher perspective, whereas nine participants relied, at least in some part, on their own experiences as students to determine their expectations for student work. In this article, we report five representative participants’ expectations and rationales to illustrate three emerging perspectives on prospective teachers’ expectations for middle school students’ arguments.

THE IMPLEMENTATION OF GENERATE ARGUMENT INSTRUCTION MODEL ON OPTICAL MATERIAL TO IMPROVE STUDENTS ARGUMENTATION SKILLS IN SMP 20 PEKANBARU GRADE VIII

Scientific argumentation is one of the thinking ability which important to be trained in order to make studentsnot only focus on solving quantitative problem and analyze physics phenomena in daily life. This study wasaimed to determine the effect of Generate Argument Instruction model toward student argumentation skillson optical material. Quasy experiment was use as study model by using intact group comparison. Thepopulation in this study were students grade VIII of SMPN 20 Pekanbaru which consisted of seven classes.Two classes whas choossen to be experiment and control class based on normality and homogenity test. Thedata was analyze by using descriptive and inferential statistic techniques. The result of this study showedthere was a sifnificant influence toward students argumentation skill between experiment class that usingimplementy Generate Argument Instructional Model and control class that using conventional learning. Theargumentation skill of experimental class was higher than class control (12,7%). It can be conclude, thegenerate argument instructional model gave the positive effect toward student’s argumentation skills.

DEVELOPMENT OF STATIC FLUID LEARNING PROPS TO IMPROVE STUDENTS' ARGUMENTATION SKILLS

This study aims to develop static fluid material props in an effort to improve students' argumentation skills. Design development using 4-D development model consists of four stages, namely Define, Design, Development, and Disseminate. The test subjects of this study were 5 physics teachers and 75 students from three high schools in Bandar Lampung. Data were collected through observation in the preliminary study, questionnaires to see the responses of students, teachers, and experts on the developed aids and tests of the method of one pretest and posttest design. The questionnaire data were analyzed using scoring techniques and improved learning outcomes using the N-gain formula. According to the response of students and teachers there is a clear U-shaped hose that contains water that can be observed movement, there are sensors and LED lights that can live when the movement of water through the sensor. The second props are simple hydraulics to prove Pascal's law by laying loads of different weight on both sides of the piston with different cross-sectional areas. An effective tool for improving student learning outcomes and argument skills involves making claims and warrants, effective enough to improve the skills of backing, but less effectively to improve rendering skills.

DEVELOPMENT OF LEARNING STRATEGY BASED INQUIRY TO BUILD STUDENT ARGUMENTATION SKILLS.

This study aims to develop a valid learning strategy based inquiry to build argumentation skills and to know their effectiveness in building argumentation skills. The method used is the Research and Development (R & D) model of Dick and Carey, by identifying needs and determining goals, analyzing strategies, identifying student characteristics, formulating specific learning goals, developing benchmark reference tests, developing learning strategies, selecting learning materials, formative evaluation, and revision of learning. The object of this research is 75 students who come from 3 high schools in Bandar Lampung. The conclusions of this research are derived from argument inquiry strategy which has the components of learning objectives, learning scenarios, learning approaches, and tools and learning resources. These components are combined with right steps and methods, so the learning strategy effectively for building students argumentation skills.

The Development of a Framework for Assessing Dynamic Geometry Task Quality

This study documents the development of a Framework (the Dynamic Geometry Task Analysis Framework) to be used to indicate the relative quality of tasks produced for dynamic geometry software. Its purpose is to assist curriculum writers and teachers in evaluating and creating dynamic geometry tasks. To produce it, numerous tasks submitted by secondary mathematics teachers as part of a year-long professional development program were analyzed, before creating three dynamic geometry mathematics tasks that, according to the Framework, were ranked as low, medium and high in quality. Semi-structured interviews with twelve high school students were conducted and analyzed to examine relationships between the quality of tasks as specified by the Framework and the quality of student argumentation. Results showed the Framework effectively reflects task quality based on student mathematical activity and argumentation.

Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender

Argumentation has been recognized as an important classroom activity and as a potentially powerful means for learning complex academic content. However, eliciting and sustaining student-to-student argumentive discourse that is both critical as well as constructive is also known to be notoriously difficult. Whereas previous research has traditionally focused on the cognitive, meta-cognitive and task-related antecedents and conditions for productive student argumentation, in the present work we explore two social-motivational factors that may provide insight into this difficulty, namely students' individual achievement goals and gender. In two separate studies, undergraduate students indicated their intentions to engage in different discourse types when asked to discuss their solutions to a complex topic from astronomy (N = 245, Study 1) or economics (N = 98, Study 2) with a disagreeing peer. In addition to the productive, ideal type of argumentive discourse for learning purposes (i.e., deliberative argumentation), three additional discourse types were targeted that typically ensue, but are considered less productive (i.e., disputative argumentation, quick consensus seeking and private deliberation). The overall pattern of results show that mastery goals (a focus on developing competence and task mastery) are associated with deliberative argumentation and with private deliberation. In contrast, performance-approach goals (a focus on demonstrating competence relative to others) as well as high confidence are associated with disputative peer argumentation. Quick consensus seeking was predicted by higher performance-avoidance goals (a focus on avoiding incompetence relative to others) and lower mastery goals. No consistent gender differences were found. Taken together, the results extend previous work in socio-cognitive conflict settings and emphasize the role of achievement goals in peer argumentation.

Religiosity as a bridge or barrier to immigrant children’s educational achievement?

Immigrant children in Europe remain in a position of educational disadvantage. Most studies underscore the role of the parents’ education level and their socio-economic status in the educational achievement of their children. This paper adds to the literature by exploring other factors that reduce or contribute to educational inequality among immigrant children. Using research from the United States as a reference point, we specifically examine religiosity as a device for social mobility. Religiosity may be conducive to educational attainment in two ways: (1) religious organizations may provide guidance, support and beneficial social norms that foster the formation of social capital and sanction deviant behaviour; (2) religious participation may induce an internal locus of control that encourages students to focus on learning and resist counterproductive peer influence. Other scholars argue that ethno-religious in-group ties can be a mobility trap when human capital and socio-economic status in an immigrant community is low. Using the German National Educational Panel Study (NEPS), we take a cross-sectional perspective to test these arguments for Christian and Muslim students of immigrant origin living in Germany. Our analyses reveal that religiosity is primarily relevant for Muslims’ mathematical test performance. We find that students and parents’ religiosity are not necessarily a barrier to good mathematical test performance. Yet our multidimensional measure of religiosity consisting of religious engagement, praying and subjective religiosity allows us to uncover distinct relationships depending on the form of religiosity. Christians' and Muslims’ frequency of praying is positively linked to academic performance. Self-rated religiosity, however, is correlated with worse performance. Finally, we find that religious community engagement is related to better academic performance only when the share of co-ethnics in a residential area is low.

Innovative learning model for improving students’ argumentation skill and concept understanding on science

Argumentation skill is the ability to compose and maintain arguments consisting of claims, supports for evidence, and strengthened-reasons. Argumentation is an important skill student needs to face the challenges of globalization in the 21st century. It is not an ability that can be developed by itself along with the physical development of human, but it must be developed under nerve like process, giving stimulus so as to require a person to be able to argue. Therefore, teachers should develop students’ skill of arguing in science learning in the classroom. The purpose of this study is to obtain an innovative learning model that are valid in terms of content and construct in improving the skills of argumentation and concept understanding of junior high school students. The assessment of content validity and construct validity was done through Focus Group Discussion (FGD), using the content and construct validation sheet, book model, learning video, and a set of learning aids for one meeting. Assessment results from 3 (three) experts showed that the learning model developed in the category was valid. The validity itself shows that the developed learning model has met the content requirement, the student needs, state of the art, strong theoretical and empirical foundation and construct validity, which has a connection of syntax stages and components of learning model so that it can be applied in the classroom activities

Socio-epistemological research on mathematical modelling: an empirical approach to teaching and learning

This work deals with the role of social practice in the construction of models related to advanced mathematical knowledge; specifically, with the way an individual uses the notion of variation in different phenomena while predictive thinking is the underlying principle in the mathematical process. The mathematical modelling of successive variation in mathematics and science is addressed through the interpretation of graphs in two cases of different nature: the diagnosis of a cardiologist on the health of a patient (a non-deterministic phenomenon) and the arguments of high school students facing the task of filling containers (a deterministic phenomenon). An emerging theory in the field of mathematics education—the socio-epistemological theory—explains the problem of construction of mathematical knowledge. The constructs of this theory are elaborated with an empirical basis; and the legitimacy of all forms of knowledge is assumed, be this knowledge popular, technical or scientific, since all of them constitute human wisdom. (In contrast, other contemporary approaches examine only one of the forms of knowledge).

Students concept understanding of fluid static based on the types of teaching

This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

MENINGKTAKAN ARGUMENTATION SKILL DAN KEMAMPUAN KOGNITIF CALON GURU IPA SD MELALUI SOCRATIC METHOD

The purpose of this research is to describe implementation of Socratic Method in increasing student’s argumentation skill and cognitive knowledge of pre-service of primary science teacher. This learning syntax in this research consists of four stages namely elicit, clarify, test, and decide. The research method used in this research is Quasy Experiment with Non-equivalent Control Group Design. To know effectiveness of treatment, two groups are given once pretest and posttest. The result of the research shows that two groups have mean difference of pretest-posttest is significantly different for argumentation skill based on Wilcoxon test (sig < 0.05). In addition, the mean difference of posttest-posttest (experiment to control group) is also significantly different based on Withney U test (sig < 0.05). Meanwhile for effectiveness of treatment on experiment group (0.68) is higher than control group (0.46). On the other hands, result of the research shows that two groups have mean difference of pretest-posttest is significantly different for cognitive knowledge based on Wilcoxon test (sig < 0.05). In contrast, the mean difference of posttest-posttest (experiment to control group) is not significantly different based on Withney U test (sig < 0.05). Meanwhile for effectiveness of treatment on experiment group (0.44) is higher than control group (0.23). Over all, implementation of Socratic Method can increase the student’s argumentation skill and cognitive knowledge. AbstrakTujuan penelitian ini adalah menggambarkan penerapan Socratic Method dalam meningkatkan keterampilan berargumentasi dan kemampuan kognitif mahasiswa calon guru IPA SD. Tahapan metode pembelajaran dalam penelitian ini terdiri dari empat tahap yang meliputi elicit, clarify, test, dan decide. Metode penelitian yang digunakan dalam penelitian ini adalah Quasy Experiment dengan desain Non-equivalent Control Group. Untuk mengetahui efektivitas perlakuan, kedua kelompok diberikan pretes dan postes masing-masing sebanyak satu kali. Hasil penelitian menunjukkan bahwa kedua kelompok memiliki perbedaan rata-rata antara pretes-postes yang signifikan untuk keterampilan berargumentasi berdasarkan uji Wilcoxon (sig < 0.05). Selain itu, perbedaan rata-rata postes-postes (eksperimen terhadap kontrol) juga signifikan berbeda beradasarkan uji Withney U (sig < 0.05). Sedangkan untuk efektivitas perlakukan kelompok eksperimen (0.68) lebih tinggi daripada kelompok kontrol (0.46). Disisi yang lain, hasil penelitian menunjukkan bahwa kedua kelompok memiliki perbedaan rata-rata antara pretes-postes yang signifikan untuk kemampuan kognitif bedasarkan uji Wilcoxon (sig < 0.05). Selain itu, perbedaan rata-rata postes-postes (eksperimen terhadap kontrol) tidak signifikan berbeda berdasarkan uji Withney U (sig > 0.05). Sedangkan untuk efektivitas perlakukan kelompok eksperimen (0.44) lebih tinggi daripada kelompok kontrol (0.23). Secara keseluruhan, penerapan Socratic Method dapat meningkatkan keterampilan berargumentasi dan kemampuan kognitif mahasiswa.