An Investigation into Prospective Biology Teachers^ Science Argumentation: Do they already been mastering it? Maisuna Kundariati, Herawati Susilo, Balqis
Universitas Negeri Malang
Abstract
Argumentation is an assertion where the premises are stated as a means of justifying a conclusion. Assessing prospective biology teachers really needed due their role as an educator. Educators means guiding students mastering skill from the learning activities. So prospective biology teacher should be master 21st century skill including science argumentation. This study aimed to investigate level of argumentation, the use of evidence on scientific argumentation, and to distinguish single and an extended questions on scientific argumentation achievement. An empirical study was conducted using the responses from 59 prospective biology teachers in a survey design. The result shown that prospective biology teachers^ scientific argumentation skills are mostly at level 2 (Q1 = 69,49%- Q2 = 66,10%) consisting of claims and data. While the level 1 argument (Q1 = 22,03%- Q2 = 8,47%) only consists of simple claims and level 3 argument (Q1 = 8,47%- Q2 = 20,34%) consisting of claim, ground, and rebuttal. Prospective biology teacher use of personal opinion to support claims (Q1 = 50,85%- Q2 = 49,15%) and use conceptual data to support claim (Q1 = 37,29%- Q2 = 40,67%), and use of specific data to support claims (Q1 = 11,86%- Q2 = 10,17%). Furthermore, there is significant different between single and extended questions toward prospective biology teachers argumentation achievement. The argumentation skills of prospective biology teachers were better in the extended question (Mean = 44.75) while the single question was lower (Mean = 37.29). This finding may be as considerations to put in action toward science education, which developing and enhancing scientific argumentation.
