Abstract Argumentation instruction is an important field in the international science education. The quasi-experimental design and mixed research method was used in the course of "Chemistry Pedagogy Experiment" for one semester. The experimental group was carried out argumentation instruction and the process of students' scientific argumentation was analyzed in detail by means of GR coding. The research results show that the argumentation instruction can improve students' ability of scientific argumentation and enhance their interest in the chemistry experimental course.
REN Hong-Yan, SANG Xiao. Analysis of Students' Argumentation Process Based on GR Coding Takeing “Chemistry Pedagogy Experiment” Instruction as Example[J]. Chinese Journal of Chemical Education, 2019, 40(20): 59-63.
