Scaffolding Scientific Argumentation Skills in Online Learning Environment to Support 21st Century Skills

Abstract

Scientific argumentation skills are considered as a major component to support science education in 21st century skills. The preservice biology teacher needs to be empowered in their argumentation skills to challenges global competition. The intent of this case study is to propose an analytical framework of scaffolding strategy to enhance the quality and quantity of scientific argumentations skills (SAS) in biology cased-based learning (BCBL) through online learning environment. This study was administered to 20 preservice biology teachers in Department of Biology Education. The quality of argument is determined by Toulmin Argumentation Pattern (TAP) and Erduran's analytical framework. The results of this study indicate that the quantity of argumentation components of pre-service biology teachers is still low. The quality of their skills in providing data, guarantees and support for claims is also still low. The findings of this study can contribute to determine the type of scaffolding can be provided in the distance learning course.