Process of Argumentation in High School Biology Class: A Qualitative Analysis

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Ramli, M.^1 ; Rakhmawati, E.^1 ; Hendarto, P.^1 ; Winarni^1

Department of Biology Teacher Education, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36 A, Kentingan Surakarta

57126, Indonesia^1

关键词: High school;    Indonesia;    Inquiry-based learning;    Open-ended questions;    Qualitative analysis;    Student teachers;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012007/pdf
DOI  :  10.1088/1742-6596/812/1/012007

来源: IOP

【 摘 要 】

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students' question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students' questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.