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首页> 外文会议>International Conference on Mathematics and Science Education >Analysis of Students' Argumentation Skill and Conceptual Knowledge in Friction Force Lesson through Argumentative Task
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Analysis of Students' Argumentation Skill and Conceptual Knowledge in Friction Force Lesson through Argumentative Task

机译：通过争论任务分析摩擦力课程中的学生论证技能和概念知识

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摘要

Scientific phenomenon found in daily life is highly related to friction force. However, students are not capable in comprehending that phenomenon conceptually or contextually. In the end, the science class is felt as less meaningful. Generally, students' answers in learning process is very limited and is not able to show their true thinking skill. This affects the concept knowledge which students already have. The thinking process can be indicated by the argument given by students in experiment. Based on the evaluation in the experiment, students haven't been able to comprehend the abstract concept friction force. Thus, a media is needed to initiate student in order to develop students' argumentation skills and their conceptual knowledge. The methodology used in this study is descriptive study. Twenty one students from one of Islamic elementary school were chosen as the participants of this study. The finding shows that the arguments given by students are 100% at the first level (in the task of use the complex data), 76% at the first level and 24% at the second level (at the task of conflicting hypothesis), and 86% at the first level and 14% at the second level (in the task of post-investigating discussion). At the final learning session, the average score for comprehending basic knowledge conceptually is 91.81, whereas the argumentation skill of students is at the first level (78.09%) and the second level (21.91%). The correlation coefficient between the conceptual knowledge and argumentation skill (r=0.19) is very low or extremely low. Therefore, in the next learning session, the argumentative task should be combined with science literature to give students' insight in giving argument. In the end of learning session, teacher gave a question to students. The result shows that argumentative task rises up students' motivation and curiosity to learn science topic, where 71.42% students said yes and 28.58% students said no.
机译：日常生活中发现的科学现象与摩擦力高度相关。但是，学生无法理解概念或上下文的这种现象。最终，科学课被感觉不太有意义。一般来说，学生在学习过程中的答案非常有限，无法展示他们的真实思维技能。这影响了学生已经拥有的概念知识。思维过程可以由学生在实验中的参数表明。基于实验中的评估，学生无法理解抽象概念摩擦力。因此，需要一种媒体来启动学生，以便培养学生的论证技巧及其概念知识。本研究中使用的方法是描述性研究。选择来自伊斯兰小学之一的二十一名学生作为本研究的参与者。该发现表明，学生给出的参数在第一级（在使用复杂数据的任务中），在第一级76％，第二级（在冲突假设的任务上），和24％），在第一级86％，在第二级的14％（在调查后讨论中）。在最终学习课程，概念上理解基本知识的平均分数是91.81，而学生的论证技能是第一级（78.09％）和第二级（21.91％）。概念知识和论证技能（R =​​ 0.19）之间的相关系数非常低或极低。因此，在下一个学习会议中，争论事项应与科学文献相结合，以便学生的洞察讲述争论。在学习会议结束时，老师给学生发出了一个问题。结果表明，论证任务增加了学生的动机和好奇心，以了解科学主题，其中71.42％的学生表示是和28.58％的学生说不。

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