Analysis of Teaching Material: To What Extent are Students’ Argumentation Learning
- DOI
- 10.2991/978-2-38476-206-4_32How to use a DOI?
- Keywords
- critical thinking; primary school teacher; learning strategy
- Abstract
Argumentation ability is a fundamental skill that underlies 21st-century skills. This article explores the importance of argumentation skills in the field of science education, emphasizing its critical role in students’ scientific concept-building and learning. Scientific argumentation involves the construction of new knowledge through criticism, ideas, and supporting evidence. The ability to engage in productive scientific argumentation is described as the capacity to analyze and accept or reject relationships between evidence and theoretical ideas. The importance of argumentation skills in science learning is underscored by their role in scientific development, societal debate, and student understanding. The research aims to identify methods for training students’ argumentation skills by analyzing teaching materials. This research involved ten elementary schools in Bandung City, The method used is descriptive qualitative using interview analysis and documentation analysis. Results highlight variations in the integration of teaching materials with argumentation skills across schools, emphasizing the need for digital teaching materials in science education. The research result principles of selecting teaching materials and identifies the challenges faced by teachers, such as shortcomings in selecting materials and the need for a deeper understanding of various teaching materials. show that argumentation learning in elementary schools is still very limited. The findings reveal that the teaching materials prepared do not explicitly contain argumentation learning and the tendency for argumentation learning to be carried out incidentally.
- Copyright
- © 2024 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Linda Hania Fasha AU - Wahyu Sopandi PY - 2024 DA - 2024/02/02 TI - Analysis of Teaching Material: To What Extent are Students’ Argumentation Learning BT - Proceedings of the International Conference on Teaching, Learning and Technology (ICTLT 2023) PB - Atlantis Press SP - 285 EP - 292 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-206-4_32 DO - 10.2991/978-2-38476-206-4_32 ID - Fasha2024 ER -