Grade 11 students ’scientific argumentation learned using argument-driven inquiry in chemistry laboratory
DOI:
https://doi.org/10.14456/jli.2019.2Keywords:
Scientific argumentation, Chemistry laboratory, Inquiry learningAbstract
Scientific argumentation is an ability to construct, oppose and improve the claim with supportive evidence and reasoning as means of leading to acceptable knowledge creation. To help students learn scientific argumentation in chemistry laboratory, a teacher needs to pose situational question which bring about the argumentation issue. Students are provides with an opportunity to do an experiment to answer such a question and construct their own claims which are supported by empirical evidence. In addition, communication between groups of students who have different ideas can lead students to draw a correct conclusion together. The purpose of this study was to examine students’ scientific argumentation in chemistry laboratory learned using argument-driven inquiry. The participants were 31 grade 11 students who studying in a school in Khon Kaen. The scientific argumentation test was used as main data source to assess as pretest and posttest. Results showed that most students could improve their scientific argumentation level from fair to excellent level. Moreover, they also developed all components of scientific argumentation; claim, evidence, counter claim, and supportive argumentation. In conclusion, argument-driven inquiry in chemistry laboratory which is an instructional model could improve scientific argumentation.
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