Improving of Scientific Argumentation in University Trough Training Approach Rohayati, Syihabuddin, Dadang Anshori, Andoyo Sastromiharjo
Universitas Pendidikan Indonesia
Abstract
The ability to understand informal arguments is essential for science literacy, but students often lack structural knowledge of these arguments, especially when the arguments are more complex. This study used experimental test with a pre-post-test design with a follow-up 4 weeks later to investigate whether a computerised training in identifying structural components of informal arguments can improve university students^ competences to understand complex arguments. The training was embedded in a constructivist learning environment and the content was based on Toulmin^s argument structure model, according to which arguments can be broken down into various functional components: claim, fact, reason, evidence and refutation. Being able to identify a rationale is critical to science literacy, as the rationale determines whether a conclusion is warranted given the data. and argument types, but was particularly useful for identifying more complex arguments with less typical structures and relational aspects between key components (i.e., warrants). High-performing students benefited most from this intervention, and the intervention was also helpful for students with high accuracy scores on pretests. Our results suggest that interventions to promote reasoning skills should be included in the curriculum, and these interventions should be designed to match students^ ability level.
Keywords: argument comprehension- epistemic competences- scientific arguments- training
