Scientific argumentation in physics classrooms: Teachers’ perspectives and assessment needs

Abstract

As the new Singapore science education framework emphasises practices of science, one approach to persuade science teachers of the value of scientific argumentation (a scientific and epistemic practice) is to demonstrate its relevance in an education system driven by high-stake national examination. GCE ‘O’ level pure physics and ‘A’ level physics H2 examinations include DbQ that involve higher-order thinking skills of interpreting, evaluating, and solving problems using given information/data. In other words, the need for engaging in evidence-based reasoning, which is part of scientific argumentation.