Although the ability to generate a persuasive argument is an important component of critical thinking, its pedagogical approaches have not been fully developed. This study examined the progression of argumentative abilities in undergraduate chemistry laboratories via two steps of teaching sequences: an argumentative workshop for conceptual learning (CL) and weekly writing for inquiry-based practices (IP) (CLIP). Four workshop modules are designed for students to identify three basic components of arguments (evidence, justifications and claims, Module I) and appropriate justifications (Module II); construct strong justifications and conclusions (Module III) and write a good laboratory report (Module IV). Student learning is further enhanced through weekly writing using their own data and/or observations. Their performances in formulating scientific arguments were evaluated by evidence in Results, justifications in Discussions and claims in Conclusions and found to be enhanced with correct percentages increased from 58-62% in early semesters to 88-98% at the end of semesters. The format of this argumentative workshop may be incorporated into any science courses as long as appropriate modules are developed.

Scientific arguments in undergraduate chemistry laboratories

Macromolecular Chemistry: The Second Century

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