Exploring Science Teachers’ Knowledge, Attitudes, and Practices toward Scientific Argumentation in Science Education

Abstract

Scientific argumentation has gained increasing attention as a powerful inquiry-based strategy that fosters students’ scientific literacy, critical thinking, and engagement with evidence-based reasoning—skills that are vital in today’s complex, information-rich world. This study explores the knowledge, attitudes, and practices of secondary science teachers (SSTs) in Central Luzon, Philippines, regarding scientific argumentation within the evolving context of blended and remote learning environments. Using a mixed-methods descriptive research design, data were gathered from 190 SSTs through a validated self-reported survey (α = .81) and open-ended responses. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation, and regression analysis, while qualitative responses were thematically examined using Quirkos software. Findings revealed that SSTs possess a very high level of knowledge of scientific argumentation, hold generally favorable attitudes—especially in terms of motivation and classroom engagement—and implement argumentation strategies to a great extent in their teaching. However, significant differences emerged based on demographic factors such as teaching experience, sex, and school type. Furthermore, strong positive correlations were found among teachers’ knowledge, attitudes, and practices, highlighting the need for targeted professional development. Notably, limited resources and insufficient access to training emerged as barriers to consistent implementation. This study offers timely insights for policymakers, curriculum developers, and educators worldwide who are seeking to strengthen STEM education through discourse-rich, student-centered pedagogies. It underscores the importance of sustained teacher support, curriculum alignment, and resource accessibility in embedding scientific argumentation within diverse and increasingly digital learning landscapes.