Improving Scientific Argumentation : Opportunities and Barriers Analysis in Inquiry based Reading Riezky Maya Probosari*, Fatma Widyastuti, Sajidan, Suranto, Baskoro Adi Prayitno
Science Education Doctoral Program
Universitas Sebelas Maret
Jl. Ir. Sutami No. 36A Surakarta
Jawa Tengah-Indonesia
*riezkymaya[at]fkip.uns.ac.id
Abstract
Reading is an inseparable part of science inquiry as a strategy for concept understanding and building knowledge through literature. Related to scientific argumentation, reading provides a very strong basis in terms of accuracy and validity of data, evidence and theory underlying a scientific statement. In many cases, lecturers face several challenges to effectively integrate argumentation into their classroom instruction. The purpose of this case study was to examine opportunities and barriers of the development of 2nd year college students scientific argumentation. The practice of argumentation as part of scientific communication is conducted over a semester on continuous topic using inquiry based reading instructions. This classroom based action research was held in one of the biology education study program in Central Java, Indonesia. Data sources included class discussion concentrated on individual presentation that occurred in nine weeks periods, students portfolio, questionnaire, and lecturer field notes. The opportunities and barriers of inquiry based reading was analysed. The results showed that there are many students who lack understanding of scientific reading strategies and how to use the information obtained to build strong arguments. Scientific reading culture is still very low, though through habituation, this can be resolved. Teaching strategies for doing inquiry based reading in practice are discussed, and the implications of these findings are highlighted in relation to develop sharper insight of scientific argumentation in science classroom.
