The Development of Scientific Argumentation Skills of Grade 11 Students Using the 4E Based Learning
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Abstract
The skill of scientific argumentation is crucial for science classes, as it fosters active student engagement in learning activities. This engagement promotes meaningful learning and a deeper understanding of scientific concepts and processes. The objectives of this research were: 1) to compare the scientific argumentation skills before and after the experiment using 4E based learning for grade 11 students and 2) to study the students satisfaction with the 4E based learning to enhance scientific argumentation skills of grade 11 students. The participants were 31 Grade 11 students from the Demonstration School of Prince of Songkla University (Secondary Division). The research instruments included two lesson plans based on the 4E based learning, a scientific argumentation skill assessment, post-learning observation forms, and a satisfaction questionnaire regarding the 4E based learning. Data were analyzed using mean, standard deviation, and a t-test for dependent samples to assess the impact of the intervention. Results: 1) The comparison of scientific argumentation skills before and after the experiment using 4E based learning for Grade 11 students as follow: The students mean score of the posttest on scientific argumentation skills were higher than mean score of the pretest at the statistical significance of .01 2) The students satisfaction towards 4E based learning was at the highest level (ðĖ =4.93, S.D.= 0.11). Adapting learning scenarios to align with the target group, content, questioning techniques, and reinforcement enhances students' curiosity, encouraging exploration and knowledge construction.
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