Penghujahan Saintifik: Memahami Perlaksanaannya dalam Proses Pengajaran dan Pembelajaran Kimia

Abstract

Scientific argumentation is a key practice in Science education and as such, is important for the implementation of teaching and learning of science. Such practice provides students with the experience and awareness on how scientists develop and justify scientific knowledge in real situations. This research aims to investigate the application of the encouraging aspects of scientific argumentation in the teaching and learning of Chemistry. Quantitative and qualitative studies based on descriptive design were implemented. Participants in this study were five Form Four Chemistry teachers from five schools in Pasir Gudang. In this study, data were collected by observing the teaching and learning session and also teachers’ interviews. The observation data were then analysed using content analysis techniques and triangulated with data from interview. Our findings show that the favourable aspects of scientific argumentation are rarely applied by teachers in their teaching and learning of Chemistry. The most commonly practiced method by teachers in the teaching and learning of Chemistry is mainly focused on descriptive methods, followed by questioning using closed questions. Moreover, student activities are mainly focused on the listening and responding to questions asked based on reference materials. We also found that more than half of the teaching and learning processes are focused on teacher explanation, demonstration, instruction and question, directed at the entire class. Such practices do not help students with their development of scientific argumentation. Hence, the teaching and learning processes of Chemistry need to be reassessed, and activities that promote scientific argumentation need to be emphasized.