ARGUMENTATION IN PEER-GUIDED VERSUS TEACHER-GUIDED GROUP DISCUSSIONS

Thisstudy investigated argumentation patterns resulting in teacher-guided andpeer-guided group discussions on four socioscientific-issues (SSI). Two groups,each including five students from grade 7, studied on a different SSI duringfour weeks. Discussions within both groups were observed, videotaped, andanalyzed qualitatively. After four weeks, group interviews were conducted. The results showed thatteacher-guided group presented more complex argumentation patterns thanpeer-guided group. Both groups supported their claims with scientific andnon-scientific evidence. But teacher-guided group presented the evidencedeeply. The results suggested that teachers should have the related pedagogicalskills to put argumentation into practice and to explore the students’ skillsin constructing arguments in the context of SSI. The implications for scienceeducators and researchers were discussed