Construct

Knowledge For
Themselves

Scientific Scientific
Science Argumentatio Investigati
Curriculum n R
e o
Science l
Technology a
Society t
(STS) e
d
Social Scientific Exchange
Process Knowledge Informatio
n

Obtain
Informatio
n
DEVELOPMENT OF GRADE 10 STUDENTS’ SCIENTIFIC ARGUMENTATION THROUGH
THE SCIENCE-TECHNOLOGY-SOCIETY LEARNING UNIT ON WORK AND ENERGY

Purpose
Examines the effect of STS learning unit on the topic of work and
energy in improving the scientific arguments grade 10 students’

Formulation of
the problem
How does the influence of the learning unit STS in improving
scientific arguments graders 10 students’?

Research
Question
What are the effects of the STS learning unit in the Work and Energy
topic in enhancing grade 10 students’ scientific argumentation
 Table 1. Types of
scientific argumentation
(Chin & Osborne, 2010)
Methodology of
Research Data Analysis
Case Study
• Student Assignments
• Discourse
Data Collection • Informal Interview
• Student Assignments
• Discourse
• Informal Interview
 Data

• Problem
Claim • Reason

Element of Warrant Warranty

Argumen Reason
Agreed
Supports
Backing Warrant

Proof
Reason
Rebuttals Statement
Dissagred
Failed
 Interview :
• Videotape Handphone
• Audiotape

Student assignments

Discourse
 05 01 Identification of
Sosialization Social Problem

04 02
Making Identificaion of
Decision Potential
Solution
03
Need for
Knowledge
 STS

Lesson
Research Plan
er

Scientific
Argumentatio
n
We Create Quality Professional
PPT Presentation
 Identification of Social
Problem :
The teacher asks: What
about the playground in
your community, do you
think is it safe?
 A simple claim without justification or
(50.00%) grounds versus another claim or
AC counterclaim

One or more claim(s) with simple

justification or grounds (comprising
(33,3%) AG + data, warrant, and/or qualifier and
backing) but no rebuttal.

One or more claim(s) with more

detailed justification or grounds
(15,21%) AG ++ (comprising data, warrant, and/or
qualifier and backing) but no rebuttal.

One or more claim(s) with justification

or grounds and with a rebuttal that
(8,69%) AG + R addresses a weakness of the opposing
argument and/or provides further
support for one’s earlier argument.
 Identification of the
Potential Solution Stage :
Students develop possible
solutions from their ideas
and share to the
classroom
 A simple claim without justification or
(66,67%) grounds versus another claim or
AC counterclaim

One or more claim(s) with simple

justification or grounds (comprising
(11,11%) AG + data, warrant, and/or qualifier and
backing) but no rebuttal.

One or more claim(s) with more

detailed justification or grounds
(11,11%) AG ++ (comprising data, warrant, and/or
qualifier and backing) but no rebuttal.

One or more claim(s) with justification

or grounds and with a rebuttal that
(11,11%) AG + R addresses a weakness of the opposing
argument and/or provides further
support for one’s earlier argument.
Need for knowledge stage:
Students are asked to
state the scientific
knowledge needed to
solve problems
 A simple claim without justification or
(10,93%) grounds versus another claim or
AC counterclaim

One or more claim(s) with simple

justification or grounds (comprising
(37,50%) AG + data, warrant, and/or qualifier and
backing) but no rebuttal.

One or more claim(s) with more

detailed justification or grounds
(29,68%) AG ++ (comprising data, warrant, and/or
qualifier and backing) but no rebuttal.

One or more claim(s) with justification

or grounds and with a rebuttal that
(21,87%) AG + R addresses a weakness of the opposing
argument and/or provides further
support for one’s earlier argument.
Decision making stage :
Students are asked to
make decisions based on
possible solutions
 A simple claim without justification or
(7.27%) grounds versus another claim or
AC counterclaim

One or more claim(s) with simple

justification or grounds (comprising
(43,63%) AG + data, warrant, and/or qualifier and
backing) but no rebuttal.

One or more claim(s) with more

detailed justification or grounds
(32,36%) AG ++ (comprising data, warrant, and/or
qualifier and backing) but no rebuttal.

One or more claim(s) with justification

or grounds and with a rebuttal that
(16,72%) AG + R addresses a weakness of the opposing
argument and/or provides further
support for one’s earlier argument.
 Socialization Stage :
Students present works
about fun and safe
playing equipment to the
classroom
 A simple claim without justification or
(9,5%) grounds versus another claim or
AC counterclaim

One or more claim(s) with simple

justification or grounds (comprising
(31,55%) AG + data, warrant, and/or qualifier and
backing) but no rebuttal.

One or more claim(s) with more

detailed justification or grounds
(39,57%) AG ++ (comprising data, warrant, and/or
qualifier and backing) but no rebuttal.

One or more claim(s) with justification

or grounds and with a rebuttal that
(19,51%) AG + R addresses a weakness of the opposing
argument and/or provides further
support for one’s earlier argument.
 80%

70% 66,67%

60%
50%
50%
43,63% AC
39,57%
40% 37,5% AG+
33,3% 32,36%
29,68%
31,55% AG++
30%
AG+R
21,87%
19,51%
20% 16,72%
15,21%
11,11% 10,93%
8,69% 9,35%
10% 7,27%

ISP (Identification of social issues)

IPS (Identification of potential 0%
solutions) ISP IPS NKS DM SZ
NKS (Need for knowledge Stage)
DM (Decision-making)
SZ (Socialization)
 Half of the students’
scientific argumentaiton
belonged to AC and one-
80%
third of them was is AG+
70% 66,67% Most of the students’
scientific argumentation in
60% this stage was in a simple
50% claim without justification
50% (AC)
43,63% AC Most of the students’
39,57%
40% 37,5% AG+ scientific argumentation in
AG++ this stage was in higher
33,3% 32,36% 31,55%
29,68%
30%
21,87% AG+R quality , that is, AG+ and
20% 16,72%
19,51% AG+R. Almost al lof the
15,21%
11,11% 10,93% 9,35%
students’ scientific
8,69%
10% 7,27%
argumentation in this
stage was in high
0%
quality , that is, AG+
ISP IPS NKS DM SZ
and AG+R.
Almost al lof the students’
scientific argumentation in
this stage was in high
quality , that is AG+ and
AG+R
 Aspect Compatibility
Purpose
To examine the effect of the STS learning unit on the
work and energy topic in enhancing grade 10
V
students’s scientific argumentation
Formulation of the problem
What is the effect of the STS learning unit in
improving the scientific argumentation of grade 10
V
students?
Research Question
What are the effects of the STS learning unit in the
Work and Energy topic in enhancing grade 10
V
students’ scientific argumentation
The STS-based learning unit on
The STS framework gives
Work and Energy is effective to
students the opportunity to
some extent, in helping the
develop high-quality scientific
participating Grade 10 students
argumentation
develop the quality of their
scientific argumentation.
 Advantages Disadvantages

The research objectives There is no assessment as

are in accordance with the to whether the argument
method implemented, is of quality or not
The explanation is easy to There are some words
understand, equipped with that experience
the learning steps in a typography
short learning plan, Rumusan masalah tidak
ditulis dengan jelas, hanya
Problems and themes
terdapat tujuan penelitian
taken are enough to
motivate students to issue
their arguments,
The research question has
been answered,
The title of research is in
conformity with the
Thank You