This study examined how studentsâ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry is a comprehensive approach in which students working for an extended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This action research was conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University. The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected.  The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation  was measured using modified Toulminâs Argument Pattern (TAP) with four kinds of argument elements: claim, evidence, reasoning, and rebuttal which presented in oral and written. The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation  which reflecting their higher-order thinking abilities.     We conclude that hierarchy of inquiry  is possible in fostering studentâs scientific argumentation,   doing some inquiry activities, and thus make a positive impact on  scientific argumentation ability . The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
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