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An investigation into prospective biology teachers' scientific argumentation: Have they mastered it?
Kundariati M.
Aip Conference Proceedings
Abstract
Argumentation is an assertion where the premises are stated to justify a conclusion. Assessing prospective biology teachers is needed due to their role as an educator. Educators guide students in mastering skills from the learning activities. So prospective biology teachers should master 21st-century skills, including science argumentation. This study aimed to investigate the level of argumentation and the use of evidence in scientific argumentation and to distinguish single and extended questions on scientific argumentation achievement. An empirical study was conducted using the responses from 59 prospective biology teachers in a survey design. The result shows prospective biology teachers' scientific argumentation skills are primarily at level 2; students construct an argument by claim and data. Prospective biology teachers also showed a number of level 1 arguments consisting of simple claims and level 3 arguments consisting of claim, ground, and rebuttal. Prospective biology teachers don't even take a significant result on their ability to construct argumentation than their personal opinion. Also, a large number of them use conceptual and data to support the claim. Conceptual data is used in prospective biology teachers' arguments than the data. The final result was assessing prospective biology teachers using extended questions rather than a single question was better. This was because extended questions provide them a systematic path to develop a good argument by using data to support the claim and rebuttal to refute it. They are not used to writing or communicating science argumentation daily, so they don't show a significant result in single-question argument assessment. Through this study, we suggest providing prospective biology teachers with an educational setting that focuses on their construction of scientific argumentation by using innovative learning strategies.