Identifying Argumentation Skills Using Three Tier Test on Pre-service Physics and Biology Teachers
E. Suryani (a), Y. Yusiran (b*), O. Hairullah (a), S. Siswanto (c), N. Nurfathurrahmah (a), A. Ariyansyah (a)

a) Department of Biology Education, STKIP Bima, Kota Bima, Nusa Tenggara barat, Indonesia
b) Department of Physics Education, STKIP Bima, Kota Bima, Nusa Tenggara barat, Indonesia
*yusiranbima[at]gmail.com
c) Department of Natural Science Education, Universitas Tidar, Kota Magelang, Jawa Tengah, Indonesia

Abstract

The present study aims to identify argumentation skills of pre-service teachers. Argumentation skills are pivotal aspects have to be mastered by college students. They mastering these skills well potentially own good understanding of concepts. Therefore, it is crucial to identify argumentation skills for mapping learning activities. The present study utilizes single case study as a research method. There are fifty participants who are coming from two colleges in Indonesia. They focus on being physics and biology teachers for future. To analyze the argumentation skills of them, a three tier test is developed. This test has specific characteristic due to providing a certainty index of students. Strong scientific argumentation, intermediate scientific argumentation, weak argumentation, cannot propose argumentation, and invalid are types of certainty index provided. Finding research shows that weak argumentation is dominant type of certainty index. The implication of this present study is to generate a certain approach to teach argumentation skills

Keywords: argumentation skills; three tier argument test; scientific argumentation

Topic: Integrated Science Education