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Advancement in science and technology calls for enabling students making informed decisions in the context of socio-scientific issues (SSI). This study aimed at exploring the efficacy of teaching science through SSIbased argumentation for improving grade-IX students’ argumentation skills with particular focus on the quality and complexity of argumentation. A pre-experiment; pre-post-test design was employed. All of the grade-IX students (n= 44) of biology group in an urban public school of Karachi, Pakistan were recruited as a sample. After being taught a unit of eight lessons (45-minutes each) on genetics, students were explicitly engaged in oral and written argumentation for further four sessions (45-minutes each). Data were collected through writing frames before, and after the intervention to gather evidence on progress, students have made in SSIbased argumentation. The data were analysed for complexity and quality of argumentation using the pre-defined analytical frameworks. The findings indicated an overall improvement in complexity of students argumentation with significant difference (Wilcoxon W = 553; Z = -4.94; p < 0.01). The magnitude of difference fell in the category of large effect (r = 0.80). Similarly, a significant difference (Wilcoxon W = 528; Z = -5.00; p < 0.01) was observed in the quality of students’ argumentation with a large (r = 0.832) effect size. Moreover, a model of teaching and learning science through SSIbased argumentation has also been developed.

Efficacy of Teaching Science at Secondary Level through Socio-Scientific Issues-based Argumentation: Study from an Urban Context of Pakistan