Improving scientific argumentation: opportunities and barriers analysis in inquiry-based scientific reading

Abstract

Abstract Reading, as an inseparable part of science inquiry, is a strategy for concept understanding and building knowledge through literature. The purpose of this study was to examine opportunities and barriers of the development of 2nd-year college students’ scientific argumentation through reading activity. The practice of argumentation, as part of scientific communication, is conducted over one semester on continuous topic using inquiry-based reading instructions. This collaborative action research was held in one of the science education study programs in Central Java, Indonesia. Data sources included class discussions concentrated on individual presentation that occurred in nine weeks periods, students’ portfolios, questionnaires, and lecturer field notes. The opportunities and barriers of inquiry-based reading were analysed through Rasch analysis model. The results showed that there are many students who lack understanding of scientific reading strategies and how to use the information obtained to build strong arguments. Scientific reading culture is still very low, even though through habituation this can be resolved. Teaching strategies for doing inquiry-based reading in practice are discussed and the implications of these findings were highlighted in relation to develop sharper insight of scientific argumentation in science classrooms.