Integrating simulations in teaching of science argumentation

In this study, we integrated computer simulations into Lawson's hypothetico-deductive argumentation, with an intention to promote students' argumentation skills and understanding of scientific concepts. By using action research methodology, two teaching cycles were conducted in a 9^th grade science classroom with thirty-six students. Learners' argumentation skills and understanding of science concepts were evaluated through two exams. Results showed that the integration of computer simulation in argumentation assisted the development of some argumentation skills and scientific concepts. In the parts of "variable selection" and "conclusion making," the data revealed significant differences between the pretests and posttests. The study also showed significant improvements in science concepts during the second teaching cycle. At the end, this research study provides suggestions for teaching of argumentation with computer simulation and suggestions for future studies.