Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation
- 10.2991/ictte-17.2017.68How to use a DOI?
- Scientific argumentation; prior knowledge; knowledge acquisition; motivation
This empirical study on 4th- semester students' argumentation performance in biology education program is reported. This research aims to find out how was the students constructing and building their own argument in many scientific cases, the way they reform knowledge and maintain their motivation related to their community. Through a classroom research, argumentation skills such as how they declare claim, find the data, build the reason and justify their point of view were analyzed. An intervention was done to foster their argumentation, specifically in strengthen their prior knowledge through reading science text. The results showed that the argumentation process and products increased as they experienced in citing research article and doing scientific communication in the class. The implication for best practice in teaching scientific argumentation is discussed.
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Riezky Probosari AU - Fatma Widyastuti AU - Prof Sajidan AU - Mr Suranto AU - Baskoro Prayitno PY - 2017/10 DA - 2017/10 TI - Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation BT - Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017) PB - Atlantis Press SP - 602 EP - 608 SN - 2352-5398 UR - https://doi.org/10.2991/ictte-17.2017.68 DO - 10.2991/ictte-17.2017.68 ID - Probosari2017/10 ER -