ISSN 2394-5125
 

Review Article 


EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS

Vetti Giri, MU Paily.

Abstract
The research reported in the present study centres around Toulmin’s model of argumentation, scientific argumentation strategy Think- Read-Group-Share-Reflect (TRGSR), collaborative learning, and cognitive processes. The main aim is to find out the effectiveness of scientific argumentation on achievement of biology in the context of collaborative scientific argumentation learning. The Think- Read-Group-Share-Reflect (TRGSR) strategy was developed by the researcher for the integration of Toulmin’s model of argumentation. A mixed method, quasiexperimental, pretest-posttest, experimental and control group design were employed for the study. The subjects were 50 Twelfth Grade students. While the experimental group was taught using the scientific argumentation-based teaching strategy (TRGSR), the control group was taught with the traditional teaching approach. The achievement in biology was measured on the achievement test developed by the researcher; the Cronbach’s Alpha Value of the test was found to be 5.88. The Achievement test was developed based on the revised Bloom’s Taxonomy. Cognitive processes such as remembering, understanding, applying, analysing, evaluating, and creating are tested in the study. After a 9-long week intervention, the ANCOVA findings indicate that the experimental group significantly performed better on achievement in biology than the control group. Paired sample t-test results indicate that there is a significant difference between the pre-test and post-test scores of the experimental group on all cognitive processes. Qualitative analysis of the whole argumentation session of four groups for single problem is illustrated to support the quantitative findings.

Key words: Collaborative learning; Scientific Argumentation Strategy; Toulmin’s Model of Argumentation; Think-Read-Group-Share-Reflect (TRGSR).


 
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Pubmed Style

Vetti Giri, MU Paily. EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. JCR. 2020; 7(3): 344-353. doi:10.31838/jcr.07.03.67


Web Style

Vetti Giri, MU Paily. EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. http://www.jcreview.com/?mno=92082 [Access: April 17, 2021]. doi:10.31838/jcr.07.03.67


AMA (American Medical Association) Style

Vetti Giri, MU Paily. EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. JCR. 2020; 7(3): 344-353. doi:10.31838/jcr.07.03.67



Vancouver/ICMJE Style

Vetti Giri, MU Paily. EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. JCR. (2020), [cited April 17, 2021]; 7(3): 344-353. doi:10.31838/jcr.07.03.67



Harvard Style

Vetti Giri, MU Paily (2020) EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. JCR, 7 (3), 344-353. doi:10.31838/jcr.07.03.67



Turabian Style

Vetti Giri, MU Paily. 2020. EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. Journal of Critical Reviews, 7 (3), 344-353. doi:10.31838/jcr.07.03.67



Chicago Style

Vetti Giri, MU Paily. "EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS." Journal of Critical Reviews 7 (2020), 344-353. doi:10.31838/jcr.07.03.67



MLA (The Modern Language Association) Style

Vetti Giri, MU Paily. "EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS." Journal of Critical Reviews 7.3 (2020), 344-353. Print. doi:10.31838/jcr.07.03.67



APA (American Psychological Association) Style

Vetti Giri, MU Paily (2020) EFFECT OF COLLABORATIVE SCIENTIFIC ARGUMENTATION STRATEGY ON ACHIEVEMENT IN BIOLOGY AMONG 12TH GRADE STUDENTS. Journal of Critical Reviews, 7 (3), 344-353. doi:10.31838/jcr.07.03.67