Analysis of Students' Scientific Arguments in Physical Chemistry Laboratory Course

Abstract

Building scientific arguments based on conducted laboratory experiments is a crucial aspect of chemistry education. Scientific arguments involve systematic collection, analysis, and interpretation of data to support or refute specific hypotheses. This process not only enriches students' understanding of scientific concepts but also enhances their ability to communicate ideas and findings in a logical and structured manner. This study aims to analyze the quality of arguments constructed by students in a physical chemistry laboratory course on the ternary liquid equilibrium topic. The research methodology employs a qualitative approach with a case study design. A sample consisting of 42 fourth-semester students from chemistry education programs was divided into 9 lab groups. Data collection was carried out through observation and document analysis, which were then analyzed qualitatively. The results indicate that the scientific arguments in lab reports constructed by students generally fall at level 1 (claim) and level 2 (claim + data or claim + warrant), with a greater emphasis on mathematical aspects than on chemistry aspects. Additionally, the use of “cookbook” lab procedures leads students to analyze the phenomena observed during the learning process adequately. Therefore, the researchers suggest developing inquiry-oriented lab procedures to address these issues.