Abstract
This study was designed to investigate pupils’ scientific conceptions and argument qualities during the argumentation activities within the Toulmin Argumentation System (TAS), which was developed for this study. The qualitative methodology adopted in this study and the argumentation instruction was conducted using the Toulmin’s (1958) Argument Pattern. The result showed that the majority of participants could construct three to four components of Toulmin’s (1958) Argument Pattern. The argumentation abilities of participants in the misconception group were significantly lower than those in the correct conception group for all 115 participants. The participants in the misconception group tended to be distributed in the intermediate and low ability groups and the participants in the correct conception group tended to be distributed in the high, intermediate, and low ability groups. For evidence usage, the participants in the correct conception group were more sophisticated than those in the misconception group. The more argumentation ability the participants had, the more evidence they could use for their arguments. The participants having low ability tended to not evaluate others’ arguments. The minority of participants in the misconception group exhibited conceptual change during the argumentation activities within the TAS.
| Keywords: | Toulmin Argument Pattern; misconception; Web argumentation |
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