Improving argumentation by teaching philosophy of science with critical questions in Chinese senior high school

ABSTRACT

This study examines the use of critical questions (CQs) as an ‘explicit’ pedagogical method in the nature of science to teach Chinese high school students topics of philosophy of science (POS). The study results, evaluated through deductive thematic and qualitative comparative analyses using Toulmin’s argumentation patterns and a critical integrative argumentation model, revealed that students who participated in the POS course showed significant improvement in understanding and application of argumentation by asking CQs as suggested by instructors. This finding strongly supports the use of CQs for rebuttals in argumentation based on crisp qualitative comparative analysis. The study results have broad implications for how CQs can promote engagement in high school argumentation. The study conclusions highlight the limitations of oral questioning in classroom argumentation. Finally, the study discusses how POS can improve students’ classroom argumentation.

KEYWORDS:

• Philosophy of science
• argumentation
• scientific literacy

Disclosure statement

No potential conflict of interest was reported by the author(s ).

Data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Additional information

Funding

This work was supported by Zhejiang Educational Science Planning Project under Grant number 2021SC056.