Improving Scientific Argumentation Through The Hierarchy Of Inquiry
Abstract: This study examined
how students’ scientific argumentation changed over as they participated in
hierarchy of inquiry learning. The hierarchy of inquiry is a comprehensive
approach in which students working for an extended period of time that
integrated several ways of inquiry systematically to investigate and respond to
a complex question, problem, or challenge. This action research was conducted
in Biology Teacher Education Program Faculty of Teacher Training and Education
Sebelas Maret University. The students, who were at the 4rd semester and who
studied the class of Plant Embryology, were purposely selected. The data were
collected from interviews with the researchers, classroom observations, and
collection of student portfolios. The scientific argumentation was measured
using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument
elements: claim, evidence, reasoning, and rebuttal which presented in oral and
written. The results showed that students who experienced with the hierarchy of
inquiry performed better scientific argumentation which reflecting their
higher-order thinking abilities. We conclude that hierarchy of inquiry is
possible in fostering student’s scientific argumentation, doing some inquiry
activities, and thus make a positive impact on scientific argumentation ability
. The findings can be helpful in the process of designing the new curricula for
teacher candidates in order to foster scientific inquiry.
Author: Riezky Maya Probosari,
Murni Ramli, Sajidan
Journal Code: jppendidikangg160045
