A Framework for Enhancing Critical Thinking in Biology Education through Scientific Argumentation

Thesis Abstract

Effective engagement in biological sciences increasingly demands critical thinking skills integrated with scientific argumentation, yet current approaches to biology education often inadequately foster these competencies, limiting students’ ability to analyze complex biological phenomena and construct coherent scientific arguments. This study aims to develop a comprehensive framework for enhancing critical thinking in biology education through targeted scientific argumentation strategies. Specifically, it seeks to identify the key components of scientific argumentation that influence critical thinking development, formulate an instructional model aligned with contemporary cognitive and pedagogical theories, and empirically evaluate its effectiveness among biology students. The research is grounded in the constructivist learning theory and the argumentation-based learning model, which posit that active engagement and scaffolded reasoning significantly improve higher-order thinking skills. The study adopts a mixed-methods research design integrating both qualitative and quantitative approaches to ensure robustness and depth of findings. The quantitative component involves a quasi-experimental pretest-posttest control group design, examining the impact of the proposed framework on students’ critical thinking skills. The population comprises second-year undergraduate biology students enrolled at a large public university, with a sample size of 120 participants randomly assigned to experimental and control groups. The experimental group is exposed to the developed scientific argumentation framework integrated into their curriculum over one academic semester, while the control group receives traditional instruction. Data collection instruments include a validated Biological Critical Thinking Test (BCTT), developed in accordance with Bloom’s taxonomy for higher-order skills, and an instrument for assessing scientific argumentation reasoning, based on Toulmin’s argument pattern. Additionally, semi-structured interviews and classroom observations are conducted to gather rich contextual data on implementation fidelity and student engagement. The validity and reliability of instruments are established through expert review, factor analysis, and test-retest procedures, with Cronbach’s alpha exceeding 0.85. Data analysis employs descriptive statistics to profile participant characteristics, while inferential statistical techniques, notably ANCOVA, are used to evaluate the effect of the intervention on critical thinking scores, controlling for pretest differences. Thematic analysis is applied to qualitative data to explore students’ perceptions and pedagogical processes during implementation, guided by Braun and Clarke’s framework. A conceptual model illustrating the interrelationships between scientific argumentation components and critical thinking development is constructed based on the empirical findings and existing literature. Expected findings suggest that the implementation of the developed framework leads to statistically significant improvements in students’ critical thinking abilities, with enhanced reasoning skills evidenced by higher post-intervention scores compared to the control group. Qualitative insights are anticipated to reveal improved student engagement, stronger argumentation skills, and increased confidence in scientific inquiry. These findings are projected to substantiate the role of deliberate scientific argumentation strategies in fostering higher-order cognitive skills within biology education. The contribution to knowledge primarily manifests as the development of a validated, contextually adaptable framework that educators can implement to systematically promote critical thinking through scientific argumentation, filling a notable gap in existing pedagogical models. It offers a theoretically informed, empirically tested approach that aligns with contemporary educational paradigms emphasizing active learning and cognitive development. The study concludes that integrating scientific argumentation into biology instruction significantly enhances critical thinking skills, with implications for curriculum design, instructional strategies, and teacher professional development. Recommendations include the adoption of the framework at institutional levels, targeted teacher training, and the development of supporting digital resources to facilitate implementation. Suggestions for further research include exploring the framework’s applicability across other science disciplines, long-term retention effects, and its integration with technology-enhanced learning environments to broaden its impact.