Developing Argumentation Skills among Undergraduate Students Using Inquiry Led Argument Framewor

Abstract

Teaching of science subjects in developing countries is still geared around traditional methods. This study aimed at teaching science students through scientific argumentation as a newer method for teacher instructors and students in Pakistan. The objectives were to develop argumentation skills in science students using Inquiry Led Argument
Framework (ILAF), to explore the effectiveness of the new framework and to assess the quality of arguments generated by students using ILAF. The sample consists of two sections of bio-ethic course in a large publicsector university serving as experimental and control group. Before introducing ILAF in the experimental group, it was carefully designed, validated and pilot tested with the students.