Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Sampson, Victor; Grooms, Jonathon; Walker, Joi Phelps

doi:10.1002/sce.20421

Cited by 300 publications

(280 citation statements)

References 49 publications

(72 reference statements)

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“…Based on the research, many of the learning process that occurs in the arguments either in individual or group activities involve thinking deeper and integrate new knowledge with students' prior knowledge [2]. So learning that involves arguing that was built by individuals and groups can support an understanding of students in scientific concepts.…”

Section: Argumentation For Science Learningmentioning

confidence: 99%

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Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Diniya

Rusdiana

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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Abstract. Science education researchers will never stop looking for the best way in learning. This is based on the fact that research on this issue has been mostly conducted in 21 century, the present science subject is not only about transferring knowledge but also how the students obtain a knowledge directly. This paper is concerned with one kind of the learnings that can support the students to get a knowledge called as a learning-based on lab inquiry. In Lab Inquiry learning, the students directly experience and look for the solution from a phenomenon through particular ways thus the learning will be more meaningful. Those steps are as follows; observation, asking, conducting an experiment, concluding and communicating. All of them are mainly important includes the communicating step. Communication ability can be viewed from how a student can provide an argument. Argumentation ability of a student will be crucially better if there is a use of analogical mapping-based. In this literature study, it is therefore argued that the students' argumentation ability by that analogical mapping-based can be improved through Lab Inquiry.

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Section: Argumentation For Science Learningmentioning

confidence: 99%

“…Modern reform in science education is to accentuate the context, activities, and scientific communication. Scientific communication is very important because it is considered able to improve understanding and changing the understanding of science [2]. They also concluded that provides…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Diniya

Rusdiana

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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“…This was because of they found new terms or concepts in science class. It could be barrier to greater student"s achievement [8], included starting argumentations. Because of that, students have to read a lot of books to build their understanding of knowledge.…”

Section: Students' Argumentation Skillmentioning

confidence: 99%

“…Morerover, implementing the argument-based learning method is not easy because there are challenges from teacher, curriculum goals, and evaluation [6]. Considering that fact, it can be seen that there is a gap between science education and learning fact because the argumentation process is disregarded [8]. This situation doesn"t give any good impact for the science education development because students" high potential is disregarded as well.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Argumentation Skill and Conceptual Knowledge in Friction Force Lesson through Argumentative Task

Sukardi¹,

Agustrianti²

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-Scientific phenomenon found in daily life is highly related to friction force. However, students are not capable in comprehending that phenomenon conceptually or contextually. In the end, the science class is felt as less meaningful. Generally, students' answers in learning process is very limited and is not able to show their true thinking skill. This affects the concept knowledge which students already have. The thinking process can be indicated by the argument given by students in experiment. Based on the evaluation in the experiment, students haven't been able to comprehend the abstract concept friction force. Thus, a media is needed to initiate student in order to develop students' argumentation skills and their conceptual knowledge. The methodology used in this study is descriptive study. Twenty one students from one of Islamic elementary school were chosen as the participants of this study. The finding shows that the arguments given by students are 100% at the first level (in the task of use the complex data), 76% at the first level and 24% at the second level (at the task of conflicting hypothesis), and 86% at the first level and 14% at the second level (in the task of post-investigating discussion). At the final learning session, the average score for comprehending basic knowledge conceptually is 91.81, whereas the argumentation skill of students is at the first level (78.09%) and the second level (21.91%). The correlation coefficient between the conceptual knowledge and argumentation skill (r=0.19) is very low or extremely low. Therefore, in the next learning session, the argumentative task should be combined with science literature to give students' insight in giving argument. In the end of learning session, teacher gave a question to students. The result shows that argumentative task rises up students' motivation and curiosity to learn science topic, where 71.42% students said yes and 28.58% students said no.

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“…Argumentation can be in a form of discussion activity between teacher-student and student-student. It is science learning about investigation of statement and evidence logically [17]. Students who lack of reasoning skill are incapable in delivering their views of something.…”

Section: Introductionmentioning

confidence: 99%

Describing Teachers' Pedagogic Content Knowledge about Reasoning Development and Students' Reasoning Test

Sukardi¹,

Widodo²,

Sopandi³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-Pedagogic Content Knowledge (PCK) is veryimportant for teachers because it shows teacher understanding of science knowledge and pedagogical knowledge. PCK covers the knowledge of content and pedagogy such as teaching knowledge (the subject knowledge and their belief in that, and how to teach it), curriculum knowledge (what and when to teach), assessment knowledge (why, what, and how to assess), the knowledge of students' comprehension toward the subject, and instructional knowledge. To assess teacher PCK we used an instrument called content representation (CoRe).Although CoRe has shown effectiveness in assesssing teacher PCK, however, it does not include reasoning. Learning is considered meaningful when learning activities involve student' to think and to reason. Thus, we need an instrument which enables us to assess teacher's PCK about reasoning and students' reasoning skill. Therefore, for the purpose of the study the researchers modified CoRe to include reasoning. Samples of this study are 8 teachers and 42 students. The modified CoRe measured teacher's formulation of learning goals, content to be taught, pedagogical aspects in teaching particular material, assessment of students learning, and the methods in developing students' reasoning skill. Based on their responses to CoRe, teacher PCK are classified into pre PCK, growing PCK, and maturing PCK. Paper and pencil tests are administered to students to measure their reasoning skills. The instruments consist of thwelve questions related to pollution, i.e. water pollution, air pollution, and land pollution.

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Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Cited by 300 publications

References 49 publications

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Analysis of Students' Argumentation Skill and Conceptual Knowledge in Friction Force Lesson through Argumentative Task

Describing Teachers' Pedagogic Content Knowledge about Reasoning Development and Students' Reasoning Test

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