Science talk: exploring students and teachers understanding of argumentation in grade 11 science classrooms

• Main Author: Mphahlele, Maletsau Jacqualine
• Format: Others
• Language: en
• Published: 2017
• Subjects: Science > Study and teaching (Secondary); Science > Methodology; Critical thinking
• Online Access: Mphahlele, Maletsau Jacqualine (2016) Science talk: exploring students and teachers understanding of argumentation in grade 11 science classrooms, University of Witwatersrand, Johannesburg, <http://wiredspace.wits.ac.za/handle/10539/21721>; http://hdl.handle.net/10539/21721

A research report submitted to the faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Masters of Science by combination of coursework and research report. Johannesburg, 2016. === The merits of argumentation for science teaching and learning have been established not just for South Africa, but globally. However, little is known about what both students and teachers understand by argumentation for science learning and teaching. This study aimed to investigate what seventy nine students and two teachers understood about argumentation and to examine the nature of students written scientific arguments. A sample of 79 students from two high schools in the north of Johannesburg, South Africa, was selected to complete a questionnaire that included a single Multiple Choice Question task. Students’ respective teachers were interviewed for their understanding on argumentation. The interviews were inductively analysed to extract themes related on teachers’ perspectives on argumentation. The MCQ task item was analysed using Toulmins Argumentation Pattern as adapted by Erduran et al, to show levels of argumentation. The rest of the questions on the questionnaire were analysed according to my research questions to get students’ understanding on argumentation. Three main findings were found from the study. Firstly, students understand what a good scientific argument constitutes of. They mentioned debates and discussions as an opportunity to engage in an argument. Secondly, teachers demonstrated an understanding that argumentation requires facts and evidence to support claims. Meanwhile, findings also show that teachers value science arguments as they demand students to use evidence, rather than opinions to support their claims. Thirdly, most students struggled to construct levels at a higher level. This meant that most students wrote arguments that consisted of a claim, data/ evidence or a weak warrant. Hence, arguments were at levels 1, 2 and seldom at level 3. Students written scientific arguments revealed that only 24 out of 79 students were able select the correct scientific answer. The remaining fifty students selected the wrong answer and their arguments were based on the incorrect scientific justification that, when a solid substance is in a gaseous phase in a closed system it would have lesser mass, simply because gas weighs less than a solid. This was a common misconception that most students had. These outcomes imply that there is a need to train teachers how to help students write valid scientific arguments, the inclusion of more debates and consideration to ideas as to how students can construct written argument. Lastly, those argumentation practices should assist teachers on how to minimise students’ misconception on the law of the conservation of mass. As such, argumentation can serve as an instruction for learner-centred approach to teaching and learning of science. Keywords: argumentation, written argument, nature of an argument === LG2017