Exploration of Scientific Argumentation in Science Classrooms in the Thai Context

This research aims to explore the patterns of scientific argumentation in science classrooms in the Thai context. Eight science classrooms in Khon Kaen province, Thailand, were observed and video-tape recorded in order to find out what patterns of scientific argumentation occurred. The teacher-student and student-student discourses and informal interview were interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that there was a lack of quality pattern of scientific argumentation in these science classrooms. There was a lack of quality Warrants, Qualifiers and Backing This finding urges for a teaching and learning strategy to promote students’ quality scientific argumentation. The implications from this study regarding pedagogy and teacher training is finally discussed.

Scientific Argumentation, Science Classroom, Thailand

Science, Mathematics and Technology Learning

Virtual Lightning Talk

  • Jirutthitikan Pimvichai
    • Ph.D. Student, Faculty of Education, Khon Kaen University, Thailand Khon Kaen, Thailand
    • I am a Ph.D. student majoring in Science Education at Khon Kean University, Khon Kean, Thailand. I graduated Bachelor and Master degrees in Science Education and Physice, respectively, from Mahasarakham University, Thailand. My area of interest includes Scientific Argumentation, Science-Technology-Society (STS) approach, Physics Education, Pedagogical Content Knowledge (PCK) and Technological Pedagogical and Content Knowledge (TPACK)
  • Dr. Khajornsak Buaraphan
    • Associate Professor, Institute for Innovative Learning, Mahidol University, Thailand Nakhon Pathom, Thailand
    • I am an Associate Professor in Education at the Institute for Innovative Learning, Mahidol University, Thailand. I graduated Ph.D. majoring in Science Education from Kasetsart University, Bangkok, Thailand, in 2006. Now, I teach Research in Science and Technology Education and Instructional Science courses. My area of interests are: nature of science (NOS), pedagogical content knowledge (PCK), and TPACK.