Impact of (QCEJ) Strategy on Developing the Skills of Constructing Scientific Arguments among Middle School Students: The Role of Familiarity with Science Content Knowledge

Abstract

This research aims at introducing a new suggested strategy, "QCEJ" strategy, identifying its impact on developing the skills of constructing scientific arguments, and determining the level of scientific argument construction skills among middle school students. Results have shown shortages in the level of argument construction skills in both cases of familiarity and unfamiliarity with science content knowledge and the impact of the "QCEJ" strategy on developing constructing scientific argument skills through teaching a chosen unit entitled "Matter and Energy" for grade (8) students. The study applies important applications in science education in general and scientific argument construction skills in particular.

Measuring the Level Scientific Argumentation Ability of Biology Prospective Teacher

“…Understanding this content will help students to identify and analyze facts or data that will be used to support a claims, helping them analyze the issues being analyzed (Yahia & Afifi, 2017). Therefore, his low understanding of the biological content will make it very difficult for him to support the claims that have been made (Songsil et al, 2019).…”