Students’ Argumentation in Science Lessons

Anisa,; Widodo, Ari; Riandi,; Muslim, Muslim

doi:10.1007/s11191-022-00320-8

Cited by 6 publications

(3 citation statements)

References 52 publications

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“…The small number of science courses means that the PSTs are trained with less science content. This result is in line with the research results in the relevant literature (Anisa, Widodo, Riandi & Muslim, 2022;Dawson & Venville, 2010;Maloney & Simon, 2006;Nussbaum & Edwards, 2011;Zohar & Nemet, 2002). Jiménez-Aleixandre & Erduran (2007) stated that argumentation is a form of discourse that students should learn.…”

Section: Warrantsupporting

confidence: 87%

“…The argumentation method allows the students to create written and oral discussions in scientific inquiry to help them learn science (Cavagnetto, Hand & Norton-Meier, 2010;Choi, Notebaert, Diaz & Hand, 2010). There has been considerable research on the application of the argument used in the meaning of scientific discussion in science education (Anisa, Widodo, Riandi & Muslim, 2022;Driver, Newton & Osborne., 2000;Duschl & Osborne, 2002;Jimenez-Aleixandre et al, 2000;Khishfe, 2022;Wei et al, 2019;Zohar & Nemet, 2002).…”

Section: Argumentation In Science Educationmentioning

confidence: 99%

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Argumentation Skills of Pre-Service Elementary Teachers on Atmospheric Pressure

Mete

2023

J. Sci. Learn.

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In the present study, atmospheric pressure, an abstract concept that learners generally have difficulty understanding and explaining, was presented to pre-service elementary teachers (PSTs) with the method of argumentation. The argument levels of the PSTs were examined using the Predict - Observe - Explain (POE) experiments in teaching the subject of "atmospheric pressure." The study includes both the development of the worksheets and the application of the developed worksheets. The researcher developed four POE worksheets and used them in two ways. First, PSTs did two POE experiments in the science lab to learn by doing atmospheric pressure. Second, PSTs watched two videos about atmospheric pressure. Data collection tools consist of POE worksheets and in-class discussion records made during the implementation. The worksheet analysis prepared an argumentation rubric according to the Toulmin argument level. Descriptive analysis was performed on the worksheets according to the argumentation rubric, and the change and development of the PSTs' argument skills were evaluated. Although, as a result of the study, the PSTs had difficulty forming arguments at the beginning, as the practice progressed, their argument-forming skills improved, and the argument levels of the PSTs were moved to higher levels. However, it was noted that the PSTs' level of high-level argument formation was limited. In contrast, most of the PSTs in the experiments made only one claim and had difficulties justifying it.

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Section: Warrantsupporting

confidence: 87%

Section: Argumentation In Science Educationmentioning

confidence: 99%

Argumentation Skills of Pre-Service Elementary Teachers on Atmospheric Pressure

Mete

2023

J. Sci. Learn.

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“…Critical thinking abilities can begin to improve when students have a high sense of curiosity (Budi & Sukmono, 2023;Indrawati et al, 2023) According to Artinta et al (2021), the formation of curiosity is influenced by the subject matter, teacher motivation, teacher apperception, asking questions, the child's enthusiasm, interest in learning and gender. Factors that influence problem-solving abilities, but in general, the strategies used by teachers are the main thing in learning (Anisa et al, 2017;Daemicke et al, 2020). An encyclopedia with content that is fresh and relevant to everyday life awakens students' interest in studying it.…”

Section: Resultsmentioning

confidence: 99%

The Encyclopedia of Flora on Curiak Island to Improve Critical Thinking Skills of Science Education Students

Sari,

Yulinda,

Purwasih

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to produce a flora encyclopedia product on Curiak Island that is suitable for improving critical thinking skills. Type of Educational Design Research (EDR) research using Tessmer formative evaluation design. The formative evaluation used consists of four stages, namely the self-evaluation stage, expert review, one-to-one evaluation, and small group evaluation. Collecting product validation data using an encyclopedia assessment instrument. Data regarding validity is collected through an encyclopedia validation sheet by giving a score of 1, 2, 3, or 4 (1 = not good, 2 = quite good, 3 = good, and 4 = very good). Critical thinking assessment use essay with four indicators. The findings show that the product developed is feasible in terms of material, media and language. The test results show that there is a significant difference in students' critical thinking abilities before and after learning. Apart from that, the analysis indicator in critical thinking skills obtained the highest score in the medium category. These findings illustrate that the effectiveness of product expectations is effective in improving students' critical thinking abilities.

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