Enhancing Argumentation Skills of Prospective Chemistry Teachers through the 5E Learning Cycle Model

Abstract

This study aims to examine the development of pre-service chemistry teachers’ argumentation skills during the completion of structured tasks embedded in the 5E Learning Cycle, as well as their responses to this training. Argumentation is a key component of effective chemistry learning; however, many pre-service teachers still lack confidence and the capacity to construct coherent, well-supported arguments. This research investigated the effectiveness of the 5E Learning Cycle model in strengthening argumentation skills using a quasi-experimental time-series design involving 71 students distributed across three classes in a chemistry review course. Data were collected through collaborative worksheets and individual pretest–posttest instruments and were analyzed using Toulmin’s argumentation model. The findings indicate a progressive enhancement in students’ argumentation performance, particularly in the formulation of claims, the use of data, and the articulation of warrants, backing, and rebuttals across topics such as chemical bonding, chemical equilibrium, acid–base chemistry, and organic chemistry. Nevertheless, a decrease in the quality of claims, warrants, and qualifiers was observed on the acid–base posttest, suggesting that certain content areas may require more targeted support. Overall, the results demonstrate that structured task-based activities within the 5E Learning Cycle can effectively foster argumentation skills in pre-service chemistry teachers, while also highlighting the need for refinement in topic-specific implementation. This study contributes new insights into the design of argumentation-focused training in teacher education programs aimed at strengthening the professional competence of future chemistry teachers.

Keywords: argumentation skills; Learning Cycle 5E; worksheet; Toulmin argumentation model.

DOI https://doi.org/10.55463/issn.1674-2974.52.10.7