Scientific Argumentation Practice and Verbal Interaction in Chemistry Classroom Among 10th Grade Students
Chuzairy Hanri1, Mohd Shafie Rosli2, Muhammad Abdul Hadi Bunyamin3, Norulhuda Ismail4, Nor Hasniza Ibrahim5
1Chuzairy Hanri, Department of Science Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
2Mohd Shafie Rosli, Department of Science Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
3Muhammad Abdul Hadi Bunyamin, Department of Science Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
4Norulhuda Ismail, Department of Science Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
5Nor Hasniza Ibrahim, Department of Science Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
Manuscript received on 25 November 2019 | Revised Manuscript received on 04 December 2019 | Manuscript Published on 10 December 2019 | PP: 733-738 | Volume-8 Issue-3S2 October 2019 | Retrieval Number: C12311083S219/2019©BEIESP | DOI: 10.35940/ijrte.C1231.1083S219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Practicing scientific argumentation is believed capable of nurturing higher order thinking and scientific literacy among students. Yet, it has not been well practiced as evidenced by typical classroom teaching activity. The purpose of this research is, to study the practice of scientific argumentation among chemistry teachers through the argument level and classroom verbal interaction pattern. Four chemistry teachers and their students from Johor Bahru, a district of Johor was selected as the participants of this qualitative research. Five observations for each teacher had been conducted and observation become the principal method of data collection. Findings shows that the scientific argumentation being constructed in class was only at Level 1 (7%), Level 2 (54%) and Level 3 (39%). No higher and complex argumentations were found. Two interaction patterns, Initiation-Response-Evaluation/Feedback (IRE/IRF) (18%) and Initiation-Response-Feedback-Response-Feedback (IRFRF) (82%) were detected when teacher were practicing scientific argumentation. The interaction pattern practices, IRFRF is good, yet the argumentation being constructed is still at low level as higher argumentation seems to be beyond the samples’ ability. A further research probing into how IRFRF interaction pattern can be further enhanced to nurture complex argumentation is needed.
Keywords: Scientific Argumentation; Scientific Argument Level; Verbal Interaction.
Scope of the Article: Cryptography and Applied Mathematics