Modelling Scientific Argumentation in the Classroom : Teachers perception and practice (original) (raw)

Journal of Physics: Conference Series, 2017

Abstract

The purposes of this study were to investigate teacher's perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers' understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students' scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student's active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science's knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students' abilities of doing scientific argumentation as a part of inquiry.

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