The Development of Learning Model Promoting Scientific Argumentation in Secondary Science Classroom
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Abstract
The objectives of this study are threefold as follows: development, study the quality, and document the impact of using a learning model for promoting scientific argumentation within a secondary science classroom environment. The research was implemented in three phases, model development. model validation and model use.
The first phase, model development, was carried out by the use of survey study and document analysis. The sample was composed of 95 teachers and 390 students selected by multi-stage random sampling. The findings revealed that both teachers and students had some cognitive conception and understanding concerning the components of scientific argumentation and claim at different levels: good, fair, poor, and very good respectively. The other components of scientific argumentation such as evidence, reasoning and supportive argument fell into the fair level for both teachers and students.
In the second phase, model validation of the learning model was carried out by the use of experts for internal validation and action research for external validation. The results revealed that the learning model promoting scientific argumentation in the secondary classroom was identified by the researcher in 6 crucial areas, principle, objective, syntax, support system, social system, measurement, and evaluation. There are 5 steps of learning activity, as follows 1) introduce the issues 2) identify the point 3) collection of relevant evidence 4) construct the argument 5) communicate the explanation to others. From the action research used for external validation, it was found that the learning model can develop the scientific argumentative ability of students.
The final phase, model use was implemented by the use of pre- experimental research. It was found that after study using learning model promoting scientific argumentation that the student’s posttest score was significantly higher than their pretest scores.
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