Instruction Guidelines to Enhance Scientific Argumentation of Lower Secondary Students

Abstract

Research on instruction guidelines that promotes scientific argumentation has revealed several limitations, resulting in students’ scientific argumentation skills not reaching the expected level. This study aims to identify effective instructional approaches to enhance scientific argumentation skills among secondary school students. Forty research articles published between 2020 and 2024 were selected from the Thai Citation Index (TCI) and the ERIC database following the PRISMA guidelines, focusing on instructional methods that foster scientific argumentation in secondary school students. The research instruments consisted of a research screening form with an index of item-objective congruence (IOC) value of 0.87 and an instructional analysis form with an IOC value of 0.73. Data were analyzed using content analysis. The results indicate three key dimensions of effective instruction guidelines for fostering scientific argumentation: 1) instructional techniques - teachers should create a supportive classroom environment and employing reinforcement strategies; 2) classroom management - teachers should introduce the foundational knowledge of scientific argumentation prior to engaging in learning activities; and 3) instructional strategies - teachers should provide feedback on students’ arguments to guide the development of their skills. The findings provide practical implications for teachers in designing instruction guidelines that promote scientific argumentation skills in the science curriculum within the Thai context, starting from the secondary school level. To support and develop students’ ability to effectively engage in scientific argumentation skills.