Exploration of Trend and Patterns of Scientific Argumentation in Science Classrooms in the Thai Context

Abstract

This research aims to explore the studies of student scientific argumentation and the patterns of grade 10 student argumentation in science classrooms in the Thai context. The researchers reviewed 14 studies related to student scientific argumentation and observed one grade 10 science classrooms in Khon Kaen province, Thailand, to explore the patterns of student scientific argumentation. The teacher-student and student-student discourses are coded and categorized by using the Toulmin Argument Pattern (TAP) framework. The findings revealed that there was a lack of studies related to the exploration of patterns of student scientific argumentation. In addition, there was a lack of high-quality pattern of grade 10 student scientific argumentation in the science classroom. These findings urge a study to explore student scientific argumentation and to design a teaching and learning strategy to promote student high-quality scientific argumentation.