Date of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Frederick Torralballa Talaue

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Marc Lancer J. Santos
Lexter Natividad

Abstract/Summary

Argumentation plays a crucial role in effectively communicating ideas and structuring reasoning. While existing models provide guidelines for constructing arguments, less attention has been given to scaffolding evidence construction and counterargumentation. To address this gap, a modified Claim-Evidence-Reasoning (mCER) framework was developed and then integrated into learning modules of a Science, Technology, and Society (STS) course. The modules, redesigned to enhance students’ argumentation practices, were validated by three experienced teachers who themselves created the original STS course. Following an action research methodology, the modules were implemented in one blended-learning class of 16 undergraduate students aged 18 to 24. Qualitative data analysis was performed to explore how the mCER module shaped students’ learning about argumentation and their participation in argumentation practices. Results indicate that students, over time, demonstrated more consistency in using accurate claims, steady improvement in mobilizing evidence, and gradual enhancement in framing of arguments. Counterargumentation slowly emerged, but its use was not sustained. Students shifted from relying on historical and factual evidence to support their claims in the earlier modules to triangulation of expert-logical and empirical evidence in the later modules. Four key themes describe students’ engagement with the mCER-based modules: development of evidence-based reasoning is gradual, crafting counterarguments is challenging, argumentation is recognized as a valuable tool for addressing real-world problems, and confidence in participating in scientific discourse is gained. Future research could further strengthen students’ crafting and mobilizing of counterarguments and encourage them to use verified scientific knowledge to support claims.

Keywords: Argumentation, Claim-Evidence-Reasoning, Socio-Scientific Issues, Counterarguments

Abstract Format

html

Format

Electronic

Keywords

Science—Study and teaching; Reasoning; Critical thinking

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Embargo Period

4-21-2028

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Available for download on Friday, April 21, 2028

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