Effect of Argumentative Discourse on Students' Conceptual Understanding and Scientific Reasoning Ability in Grade V Science Classroom

Abstract

Argumentation is a kind of informal reasoning that is central to the intellectual ability involved in solving problems, making judgment, decisions, formulating ideas and beliefs. Argumentative discourse based instruction occupies an eminent position in teaching and learning of Science. Current study aims to investigate the effect of argumentative discourse based intervention on students‟ conceptual understanding and scientific reasoning ability. Study was experimental in nature. Pretest Posttest Non-equivalent control group design was used. Study was conducted on children in their transition stage of thinking from concrete to abstract. According to Piaget, the children around 11 years of age are in this stage. In our education system, students in this age range are enrolled in grade V. Hence grade V students constitute population of the study. Sample was comprised of 73 primary school students studying in grade V. In addition to assessing the effectiveness of intervention, study also explored the challenges faced by the students during involvement in effective argumentative discourse and effect of demographic variations affecting argumentation ability. Multiple instruments were used in the study. Pretest and Posttest comprising of textbook based science concepts were administered to both control and experimental groups for assessing the effect of intervention on conceptual understanding while Science Reasoning Task (Volume and Heaviness) developed by Adey & Shayer were used as pretest and posttest for measuring the difference in scientific reasoning ability; both in numeric and stage vise development. Effect of argumentative discourse was also measured in terms of argumentation ability of experimental subjects of the study. For this purpose, Argumentation Analysis Framework (AAF) was developed adapting to the Toulmin model. To identify the relative development of argumentative discourse ability of experimental subjects, Argumentative Discourse Analysis ii Framework (ADAF) was used. Portfolio of each experimental subject of the study was prepared having data compiled from all instruments. Guided by the record of portfolio each subject of experimental group was interacted multiple times to identify the pertinent challenges. Both quantitative and qualitative data were organized and analyzed through relevant statistics including descriptive and inferential statistics as well as extracting themes for qualitative data. Comparing the control and experimental groups in the study, it can be concluded that, if properly planned and conducted argumentative discourse based instruction can lead to significant outcomes in conceptual understanding and scientific reasoning. It was also revealed that higher the argumentation ability, greater is the achievement for both these constructs. Demographic factors also influence argumentation ability. It is also revealed that students experience different kinds of challenges when they are asked to get involved in effective argumentative discourse. Study has put forth relevant recommendations in light of the findings of the study.