Open AccessEnhancing scientific argumentation skill through partnership comprehensive literacy
Author(s) -
Daris Hadianto,
Vismaia S. Damaianti,
Yeti Mulyati,
Andoyo Sastromiharjo
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/2098/1/012015
Subject(s) - argumentation theory , argument (complex analysis) , rubric , scientific literacy , general partnership , reading (process) , literacy , mathematics education , set (abstract data type) , psychology , pedagogy , science education , computer science , epistemology , political science , chemistry , philosophy , biochemistry , law , programming language
This study focuses on the use of Partnership Comprehensive Literacy (PCL) as a reading strategy to support reading in science and to explore the level of students’ Scientific argument. Partnership Comprehensive Literacy consist of 4 components that address the topic of the reading activity: the statements of the content, what I think, what the texts say, and evidence of the text . This study uses a mix method to identify and improve students’ scientific argumentation skills. The instrument used is a set of questions about electricity and magnetism. In addition, the argument level rubric instrument that contains argument components is used to analyse the level of students’ scientific arguments. The participants of this study were 40 college students consisting of 25 females and 15 males in the department of physics education taking a course in the fundamental of physics. The findings revealed that the students’ level argument was dominated by the use of Claim-Reasoning-Evidence (CRE). In addition, students evaluated that the use of PCL in reading activity as being challenging but an interesting process because they have to find the evidence in the texts to support their statements of what I think.