Identifying Argumentation Skills Using Three Tier Test on Pre-service Physics and Biology Teachers

Abstract

Argumentation skills are pivotal aspects have to be mastered by college students. Therefore, it is crucial to identify argumentation skills for mapping learning activities. The study utilizes content analysis as a qualitative research method with fifty participants. They focus on being physics and biology teachers for the future. To analyze the argumentation skills of them, a three-tier test is developed. This test has a specific characteristic due to providing a certainty index or confidence rating of argument aspects proposed. Various types of students' arguments are coded in five codes: strong scientific argument, intermediate scientific argument, a weak argument, cannot propose an argument, and invalid argument. The result shows that weak argument is the dominant type in which the quality of this argument consists of claims and data with low certainty index. The implication of this present study is to generate a certain approach to teach argumentation skills in pre-service teachers.