Impact of Argument-Based Teaching on Argument Skills and Critical Thinking Tendencies of Junior High School Students: Unit Teaching of “Carbon and Carbon Oxides”
LAN Hai-Hang**
Sun Yat-sen Memorial Middle School, Zhongshan 528454, China
Abstract This study explored the application effect of Argumentation-Based Teaching (ABT) in the teaching of “carbon and carbon oxides” unit of junior high school chemistry. A quasi-experimental design was adopted, and 122 ninth-grade students were selected as the research subjects. And assessed students’ critical thinking tendencies and argumentation skills using the UF-EMI scale and argumentation evaluation rubrics. The results showed that: (1) ABT significantly improved students’ argumentation skills and critical thinking tendencies; (2) Argumentation skills were significantly positively correlated with critical thinking tendencies, and the former was an effective predictor of the latter. The research provided empirical evidence for the application of ABT in chemistry education and provided new teaching strategies for improving students’ higher-order thinking abilities.
LAN Hai-Hang. Impact of Argument-Based Teaching on Argument Skills and Critical Thinking Tendencies of Junior High School Students: Unit Teaching of “Carbon and Carbon Oxides”[J]. Chinese Journal of Chemical Education, 2025, 46(13): 65-71.
