Toulmin's Argument Pattern Research Articles

Argumentation Skills Profile on 8th Grade Students using Toulmin’s Argument Pattern on Controversial Topic

Arguments are very important for students and a lot of research has been done to identify the best approach to integrating argumentation into the learning process. The purpose of this research is to find out the profile of students’ argumentation skills and find out how to measure the quality of argumentation. The qualitative design was used in this study. The sample consisted of a total of 90 eighth graders consisting of two different schools in the junior high school. The findings show that more than half students do not have complete quality argumentation. The quality of student argumentation is only dominated by basic argumentation skills which consist of claim, warrant, and data. Analysis of argumentation skills using Toulmin Argument Pattern (TAP) with a controversial topic. The results of the student work were analyzed for the quality of their arguments with TAP which consisted of claim, warrant, data, backing, rebuttal, and qualifier.

Developing students’ scientific argumentation skill in hydrolysis salt learning

This study was aimed at investigating students’ scientific argumentation skills (SAS) in hydrolysis salt learning. It applied classroom research with the design of a one-shot case study. It collected data by measuring students’ SAS after they studied hydrolysis salt. SAS in this study was assessed through the scale of argumentation quality referring to the framework of TAP (Toulmin Argument Pattern). This study found that students’ SAS were at level 4, that is they could argue with clear objections in hydrolysis salt learning because they could relate indicators of claims, evidence, reasoning and rebuttal. They achieved this after they had gone through inquiry process and practicum program to develop their SAS. They performed SAS well in learning hydrolysis salts.

POLA ARGUMENTASI PADA GENRE TEKS EKSPOSISI KARANGAN SISWA SMA

Argumentation Pattern on Genres of Exposition Texts by High School Students. This article aims to describe the pattern of argumentation in the essays of student expositions based on the theoretical study of Toulmin's Argumentation Pattern (TAP). The documentation technique was used in data collection in sources in the form of expositions of class X students from five schools in Makassar City, namely Makassar 14 High School (24 data), Makassar 4 Public High School, Makassar 9 Public High School, Athirah Makassar Islamic High School, and SMA Tri Tunggal 45 Makassar. The results of the analysis show nine argumentation patterns produced in the exposition essay, ranging from the most basic and simple patterns to the most complex patterns, namely (1) C-D, (2) C-D-W, (3) C-D-Q, (4) C-D-R, (5) C-D-W-B, (6) C-D-W-Q, (7) C-D-W-R, (8) C-D-Q-R, and (9) C-D-W-B-Q.

Exploring high school student’s argumentation structure through ecology: a case study

Ecology is an important part of Biology that addresses all the interactions between living things and the environment. This case study research aims to reveal the structure of written and oral argumentation in grade X students in one of high school in West Java Indonesia on ecology. Research subjects were 42 students and 1 teacher with length of research for 2 months. The referenced argumentation pattern is by Toulmin’s Argument Pattern (TAP). The results showed that students’ written argument ability are in average structure of claim, data, and warrant pattern. The quality of written argument is quite good with the addition of counter-claim and rebuttal argument counterparts to a particular group in support of the claim. Oral argument capability also shows similar Toulmin’s argument structure as written, with no additional structures of qualifier, counter-claim, and rebuttal. The comparison between the two shows that a higher quality is owned by a written argument.

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.

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.

A Case Study of Helping In-Service Science Teacher to Teach with the Science-Technology-Society Approach and its Influence on Students’ Scientific Argumentation

This study aims to develop a training workshop to promote the in-service science teachers’ ability to teach the topic of Force and Motion to grade 10 students by using the Science-Technology-Society (STS) approach and explore its impacts on students’ scientific argumentation patterns. The research methodology was a case study with one participating science teacher, who fully attended the STS workshop designed by the authors. After finishing the workshop, the researchers followed up the teacher by observing his teaching and students’ learning with the STS approach and collected all related artefacts. The students’ scientific argumentation patterns were analyzed by using the Toulmin’s Argument Pattern (TAP) framework. The findings showed that the training workshop helped the participating teacher design the STS-based learning unit in Force and Motion. Also, most of the learning stages in the STS approach promoted the students to generate high quality of scientific argumentation. The study concludes by suggesting further methods of enhancing high quality scientific argumentation in a STS-based training workshop for in-service science teachers.

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.

Profil Keterampilan Argumentasi Siswa Kelas X dan XI MIPA di SMA Batik 1 Surakarta pada Materi Keanekaragaman Hayati

The research aims to know the argumentation skill profile and the difference of students' argumentation skill between 10th MS (Match and Science) and 11th MS in Batik 1 Senior High School of Surakarta on Biodiversity material. The type of research is descriptive quantitative using survey method. Population research is all students or 400 students of class 10th and 11th MS in SMA Batik 1 Surakarta. Sampling technique using stratified proportional random sampling. The instrument to measure the skills of the user is using essay handbooks. Analysis of argumentability was using Toulmin's Argumentation Pattern (TAP). The data were analyzed using quantitative descriptive. The results showed the quality of the students' argumentation in one of the Private High School Surakarta in sufficient category. Percentage of achievement of each indicator is 68% claim, 60% warrant, 53% data, 45% s backing and 0% rebuttal. The result of t-test got sig. (2-tailed) about 0.002. therefore we can conclude that argumentation skill of 10th and 11th MS in SMA Batik 1 Surakarta have significant differences of class X and XI argumentation skill shows a significant differences, although the argumentation skill quality of both cluster class is enough.

The Proportion of Problem Solving and Scientific Reasoning Skills in Biology References

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.

Analisis Argumentasi dalam Isu Sosiosaintifik Siswa SMP

<strong>Analysis of Argumentation in Socio-Scientific Issues of junior High School Students.</strong> The 21st Century Education focuses on the development of the competence in creativity, critical-thinking, communication, and collaboration. Based on that reason, the argumentation can be one of the solutions to answer this issue since it facilitates the critical-thinking and communication competences. Arguments can be used in socio-scientific issues that present open problems and debatable. The aims of research is to find out the quality of the argumentation on the socio-scientific issue through the plastic theme of the topic of pollution. Argumentation analysis using TAP (Toulmin's Argument Pattern) consisting of 6 components, namely claims, data, warrant, backing, qualifier, and rebuttals. Based on the results of the research, it was found that the quality of the argumentation in the socio-scientific issues of junior high school students was still low. The low quality of argumentation is caused by the poor of students' concept understanding.

Argumentation skill profile using “Toulmin Argumentation Pattern” analysis of high school student at Subang on topic hydrostatic pressure

This study aims to know profile of argumentation skill high school student at Kabupaten Subang. To achieve this goal, researcher conducted a descriptive study to analysis student test results of argumentation skill of 35 students XII SMAN. Data collection using argumentation test which has validation by expert and then it is analyzed using TAP (Toulmin Argumentation Pattern) which consist of some components such a data, claim, warrant, backing, and rebuttal on the topic of hydrostatic pressure. The method used in this research is descriptive method. The result of this research show the student’s scientific argumentation skill is still low, this is proven by 54% average claim score, 38% data, 29% warrant, 35% backing and 35% rebuttal. These findings will serve as a basis for further research on innovative learning models that can improve students’ argumentation skill.

PRE SERVICE BIOLOGY TEACHERS’ ARGUMENTATION SKILLS IN ANIMAL PHYSIOLOGY LABORATORY

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.

The scientific argumentation profile of physics teacher candidate in Surabaya

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

Toulmin\u2019s argument pattern as a \u201chorizon of possibilities\u201d in the study of argumentation in science education

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children’s argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin’s Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children by studying dialogical interactions. In this paper, I illustrate how Toulmin’s framework can contribute to (a) the study of “social relations”, and (b) provide an example utilizing a theoretical framework on social relations, namely Engeström’s Activity Theory framework, and (c) describe how we have used the Activity Theory along with TAP in order to understand the development of argumentation in the practices of science educators. Overall, I will argue that TAP is not inherently incapable of addressing social relational aspects of argumentation in science education but rather that science education researchers can transform theoretical tools such as Toulmin’s framework intended for other purposes for use in science education research.

Socioscientific Argumentation of Pre-Service Teachers about Genetically Modified Organisms

This study aims to investigate socioscientific argumentation of pre-service teachers of science and non-science major regarding Genetically Modified Organisms (GMOs) issue. We used descriptive study and involved second-year pre-service teachers from two major, 28 pre-service science teachers (PSTs) and 28 pre-service non-science teachers (PNSTs) as participants. Paper and pencil test was administered in order to obtain the data of PSTs’ and PNSTs’ argument about GMOs. All of the data were analyzed by descriptive analysis. We applied Toulmin Argumentation Pattern (TAP) as a basic framework to identify the argumentation component. The result showed that both PSTs and PNSTs were able to propose an argument with a claim, data, and/or warrant.. Most of their argument contain data which provided in the text, without any further reasoning or relevant scientific knowledge. So, the coherency between argumentation component in both PSTs and PNSTs was limited. However, PSTs are more able to propose coherent arguments than PNSTs. These findings indicated that educational background and learning experiences may influence to pre-service teacher argumentation in the context of GMOs. Beside that, teaching and learning process which focused on the socioscientific issues is necessary to develop pre-service teachers’ argumentation

Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

When technology is employed challenges increase in learning environments. Kim et al. (Sci Educ 91(6):1010–1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to analyze interactions between the student and tool, teacher and student, and teacher and tool. In this respect, to understand how the roles of the teacher and technology tool are balanced in a technology-enhanced learning environment, the distribution of scaffolds between teacher and the tool were analyzed. Forty-one middle-school students attending an international school in Turkey were scaffolded with technology-based scaffolding treatments in two groups supervised by two teachers. Qualitative analysis was conducted. The results showed that the students benefited from the use of hints, sentence starters and question prompts, which led the students to develop their ability to construct arguments with a claim, ground, backing, warrants, and in some cases, more sophisticated arguments using rebuttals as in the Toulmin argumentation pattern (Toulmin 2003). The results of the study also showed that technology-based scaffolds, which are provided with active support by the teacher, create a more effective environment, and students need multiple forms of support and multiple learning opportunities to learn science successfully in the dynamic and complex environment of the classroom. Since there is a strong interaction and balance between teacher support and the technology scaffolds, there is also a synergetic relationship that promotes student learning and improves the student’s ability to construct arguments.

The nature of students' chemical reasoning employed in scientific argumentation in physical chemistry

Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations. Students in two POGIL physical chemistry classrooms were videotaped as they engaged in discourse while solving thermodynamics problems. Videos were transcribed and transcripts were analyzed using the Toulmin Argument Pattern (TAP). Arguments were then characterized using the modes of reasoning in a learning progression on chemical thinking (CTLP) (Sevian and Talanquer, 2014). Results showed that students used primarily relational reasoning, in which no causal explanation is generated, rather a single relationship between variables was used to justify a claim. We discuss all types of reasoning present in students' arguments.

An Insight into a School's Readiness to Implement a CAPS Related Indigenous Knowledge Curriculum for Meteorological Sciences

This paper looks at those aspects of Indigenous Knowledge (IK) that are socially and culturally relevant in South Africa for teaching meteorological science concepts in a grade 9 geography class room using dialogical argumentation as an instructional model (DAIM). Focusing on the Western Cape Province, and using a quasi-experimental research design model, the study employed both quantitative and qualitative (mixed methods) to collect data in a public secondary school in Cape Town, in the Western Cape Province. The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the DAIM intervention, and recorded differences like: responses to the DAIM method of teaching/learning; learner performance (scores in the post MLT test); depth of learners' understanding about weather/meteorological concepts; their perceptions/ attitudes towards Geography - between this group and a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin's Argumentation Pattern - TAP (46) and Contiguity Argumentation Theory - CAT (23).

THE PROFILE OF ARGUMENTATION SKILL USING “TOULMIN ARGUMENTATION PATTERN” ANALYSIS IN THE ARCHIMEDES PRINCIPAL ON THE STUDENTS OF SMA KOTA BANDAR LAMPUNG

This research aims to indentify student’s argumentation skill which is seen from argumentation discourse and then it is analyzed using TAP (Toulmin Argumentation Pattern) which consists of some components such as data, claim, warrant, backing and rebuttal on the topic of Archimedes Principle. The method used in this research is descriptive method. The result of this research shows based on the written assignment, the student’s scientific argumentation skill is not good. The student often do not use an appropriate argumentation, do not use adequate evidence, or try to straighten their own option or try to apply their own argument.