Email this article 
DO DIFFERENT DISCUSSION ACTIVITIES IN DEVELOPING SCIENTIFIC ARGUMENTATION AFFECT STUDENTS’ MOTIVATION IN CHEMISTRY?
Klaudia E.N Bambut, Chemistry Department, Faculty of Mathematics & Science, Universitas Negeri Malang, Indonesia
Fauziatul Fajaroh, Chemistry Department, Faculty of Mathematics & Science, Universitas Negeri Malang, Indonesia
Abstract
Argumentation has an influence on students’ cognitive skills as well as learning motivation through the increase in confidence, science, and social activities. Argumentation skills can be trained through different patterns of discussion — cooperative and collaborative. This study aimed to reveal the learning motivation of students who enacted their argumentation skills using Argument-Driven Inquiry (ADI) with cooperative and collaborative discussions. The research design was a case study that engaged 95 Grade 11 students who were learning the chemical equilibrium topic. The research instrument employed was the ARCS motivation questionnaire that consisted of four aspects, namely attention, confidence, relevance, and satisfaction. The quantitative data were collected from the ARCS questionnaire and the qualitative data were collected from classroom observation, interview, and students’ discussion process. The data were analyzed using designed criteria and percentages, and were described qualitatively. The study found that students who learn chemistry through cooperative-ADI gain a high average motivation. For each aspect of motivation, the majority of students in the cooperative-ADI discussion show a higher level of motivation compared to students’ level in the collaborative-ADI discussion. The study has implications on how to design a discussion group in terms of motivation.
Keywords
Full Text:
PDFReferences
Bathgate, M., Crowell, A., Schunn, C., Cannady, M., & Dorph, R. (2015). The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education, 37(10), 1590-1612. https://doi.org/10.1080/09500693.2015.1045958.
Beatty, M. J., McCroskey, J. C., & Heisel, A. D. (1998). Communication apprehension as temperamental expression: A communibiological paradigm. Communication Monographs, 65(3), 197-219. https://doi.org/10.1080/03637759809376448
Berger, M., & Hänze, M. (2009). Comparison of two small‐group learning methods in 12th‐grade physics classes focusing on intrinsic motivation and academic performance. International Journal of Science Education, 31(11), 1511-1527. https://doi.org/10.1080/09500690802116289.
Berland, R. K., & Reiser, B. J. (2008). Making sense of argumentation and explanation. Instructional Science, 93(1), 26-55. https://doi.org/10.1002/sce.20286.
Billett, S, (2009). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827-843. https://doi.org/10.1080/03075070802706561.
Blumenfeld, P., Rogat, T., & Krajcik, J. (2006). Motivation and cognitive engagement in learning environments. In R. Keith Sawyer (Ed.). The Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press, pp 475-488. https://doi.org/10.1017/CBO9780511816833.029
Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210. https://doi.org/10.1007/s10648-006-9013-4.
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. https://doi.org/10.1002/tea.20131.
Changeiywo, J. M., Wambugu, P., & Wachanga, S. W. (2011). Investigations of students’ motivation towards learning secondary school physics through mastery learning approach. International Journal of Science and Mathematics Education, 9, 1333-1350. https://doi.org/10.1007/s10763-010-9262-z.
Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation, International Journal of Science Education, 38(2), 170-191. https://doi.org/10.1080/09500693.2015.1134849.
Chinn, C. A., & Clark, D. B. (2013). Learning through collaborative argumentation. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O’Donnell (Eds.). International Handbook of Collaborative Learning. New York, NY: Taylor & Francis, pp. 314-332.
Chungang, L., Youmin, X., & Shiyi, G. (2008). Impact of team conflict on team decision quality and satisfaction: An empirical research in China. Front Bussines Research China, 2(1), 1-14. https://doi.org/10.1007/S11782-008-0001-Z.
Condon, M., & Ruth-Sahd, L. A. (2013). Responding to introverted and shy students: Best practice guidelines for educators and advisors. Open Journal of Nursing, 3(7), 503-515. https://doi.org/10.4236/ojn.2013.37069.
Dagar, V., & Yadav, A. (2016). Constructivism: a paradigm for teaching and learning. Arts Social Science Journal, 7(4), 1-4. https://doi.org/10.4172/2151-6200.1000200.
Day, S. P., & Bryce, T. G. K. (2013). The benefits of cooperative learning to a socio-scientific discussion in secondary school science, International Journal of Science Education, 35(9), 1533-1560. https://doi.org/10.1080/09500693.2011.642324.
Deveci, T. (2018). Student perceptions of collaborative writing in a project-based course. Universal Journal of Educational Research, 6(4), 721-732. https://doi.org/10.13189/ujer.2018.060415.
Ericson, P. M., & Gardner, J. W. (1992). Two longitudinal studies of communication apprehension and its effects on college student’s success. Communication Quarterly, 40(2), 127-137. https://doi.org/10.1080/01463379209369828.
Gillies, R. (2014). Cooperative learning: Developments in research. International Journal of Educational Psychology, 3(2), 125-140. https://doi.org/10.4471/Ijep.2014.08.
Hampden-Thompson, G. & Bennett, J. (2013). Science teaching and learning activities and students’ engagement in science. International Journal of Science Education, 35(8), 1325-1343. https://doi.org/10.1080/09500693.2011.608093.
Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers & Education, 49(4), 1037-1065. https://doi.org/10.1016/j.compedu.2006.01.004.
Jocz, J. A., Zhai, J., & Tan, A. L. (2014). Inquiry learning in the Singaporean context: Factors affecting student interest in school science. International Journal of Science Education, 36(15), 2596-2618. https://doi.org/10.1080/09500693.2014.908327.
Johnson, D. W., Johnson, R. T. (2002). Cooperative learning and social interdependence theory. In R. S. Tindale, L. Heath, J. Edwards, E. J. Posavac, F. B. Briyant, Y. Suarez-Balcazar, E. Henderson-King, & J. Myers. (Eds.). Theory and research on small groups. social psychological applications to social issues (vol 4). Boston, MA: Springer, pp. 9-33. https://doi.org/10.1007/0-306-47144-2_2.
Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers’ engagement and students’ satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274-284. https://doi.org/10.1016/j.tate.2016.12.018.
Kaplan, A. & Flum, H. (2009). Motivation and identity: the relations of action and development in educational contexts—an introduction to the special issue. Educational Psychologist, 44(2), 73-77. https://doi.org/10.1080/00461520902832418.
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer. https://doi.org/10.1007/978-1-4419-1250-3.
Koçak, Z. F., Bozan, R, & Işik, Ö. (2009). The importance of group work in mathematics. Procedia Social and Behavioral Sciences, 1(1), 2363-2365. https://doi.org/10.1016/j.sbspro.2009.01.414.
Laal, P. M., Gerenpaye, L., & Daemi, M. (2013). Individual accountability in collaborative learning. Social and Behavioral Sciences, 9, 286-289. https://doi.org/10.1016/J.Sbspro.2013.09.191.
Le, H., Janssen, J., & Wubbles, T. (2017). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2009). Assessing preservice elementary teachers’ views on the nature of scientific knowledge: A dual-response instrument. Asia-Pacific Forum on Science Learning and Teaching, 9(1). https://www.eduhk.hk/apfslt/.
.
Liu, E. Z. F., Lin, C. H., & Chang, C. S. (2010). Student satisfaction and self-efficacy in a cooperative robotics course. Social Behavior and Personality: An International Journal, 38(8), 1135-1146. https://doi.org/10.2224/Sbp.2010.38.8.1135.
Lu, J., Chiu, M. M., & Law, N. W. (2010). Collaborative argumentation and justifications: A statistical discourse analysis of online discussions. Computers in Human Behavior, 27(2), 946-955. https://doi.org/10.1016/j.chb.2010.11.021.
McConney, A. W., Wosnitza, M., & Sturrock, K. L. (2016). Inquiry and groups: Student interactions in cooperative inquiry-based science. International Journal of Science Education, 38(5), 842-860. https://doi.org/10.1080/09500693.2016.1169454.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes toward science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199.
Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638. https://doi.org/10.1002/sce.20438.
Putri, P. A. W., Rahayu, S., & Fajaroh, F. (2020). Efektivitas argument-driven inquiry untuk meningkatkan keterampilan berargumentasi ilmiah pada materi laju reaksi [The effectiveness of argument-driven inquiry to improve scientific argumentation skills on reaction rate material]. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(1), 57-64. http://journal.um.ac.id/index.php/jptpp/article/view/13132.
Retnowati, E., & Aqilla, A. (2017). Efektivitas strategi pengelompokan berpasangan dalam pembelajaran matematika model core. [The effectiveness of the pairwise grouping strategy in learning mathematics in the core model]. Cakrawala Pendidikan, 36(1), 13-23. https://doi.org/10.21831/cp.v35i1.12628.
Sampson, V., & Clark, D. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448-484. https://doi.org/10.1002/sce.20306.
Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American Biology Teacher, 71(8), 465-472. https://doi.org/10.1662/005.071.0805.
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative learning in higher education: Evoking positive interdependence. Life Science Education, 15(4), 1-9. https://doi.org/10.1187/cbe.16-07-0219.
Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. New York, NY: Taylor & Francis Group. https://doi.org/10.4324/9780203831076.
Shallcross, T., & Spink, E. (2002). How primary trainee teachers perceive the development of their scientific knowledge: Links between confidence, content, and competence? International Journal of Science Education, 24(12), 1293-1312. https://doi.org/10.1080/09500690110110106.
Simpkins, S. D., David-Kean, P. G., & Eccles, J. S. (2005). Parents’ socializing behavior and children’s participation in math, science, and out-of-school computer activities. Applied Developmental Science, 9(1), 14-30. https://doi.org/10.1207/s1532480xads0901_3.
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (RADI) in science classrooms in Thailand. Asia Pacific Science Education, 5(7), 1-22. https://doi.org/10.1186/S41029-019-0035-X.
Tanel, Z., & Erol, M. (2007). Influence of cooperative learning techniques on student self‐confidence and factors affecting learning physics. AIP Conference Proceedings, 899(1). https://doi.org/10.1063/1.2733589.
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78-89. www.iupui.edu/~josotl.
Tunçel, H. (2015). The relationship between self-confidence and learning Turkish as a foreign language. Educational Research and Reviews, 10(18), 2575-2589. https://doi.org/10.5897/ERR2015.2445.
Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education 43, 507-527. https://doi.org/10.1007/s11165-011-9273-y.
Waite, S., & Davis, B. (2006). Developing undergraduate research skills in a faculty of education: Motivation through collaboration. Higher Education Research & Development, 25(4), 403-419. https://doi.org/10.1080/07294360600947426.
Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Cakrawala Pendidikan, 37(2), 182-189. https://doi.org/10.21831/cp.v37i2.20157.
Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on Andittitudes towards peer interaction, learning motivation, and academic achievement. Journal of Computer Assisted Learning, 28(2), 126-135. https://doi.org/10.1111/j.1365-2729.2011.00423.x.
Yin, R. K. (2002). Case study research: Design and methods. Thousand Oaks, CA: SAGE Publications.
Zheng, H., Ding, L., Lu, Z., & Branch, R. M. (2020). The motivational effects of involving students in rubric development on animation instruction. Tech Trends: Linking Research and Practice to Improve Learning, 64(3), 137-149. https://doi.org/10.1007/s11528-019-00443-w.
DOI: https://doi.org/10.21831/cp.v39i3.32228
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
