Abstract
Science education at the secondary level aims to foster students’ conceptual understanding, critical thinking, and scientific reasoning. However, traditional lecture-based instruction often results in superficial knowledge retention and limited problem-solving skills. In contrast, collaborative argumentation—a structured form of peer discourse involving evidence-based reasoning, debate, and collective knowledge construction—has emerged as a powerful pedagogical strategy. Research shows that engaging students in collaborative argumentation enhances not only their scientific literacy but also key 21st-century competencies such as critical thinking, communication, and teamwork. In an era where science and technology permeate every aspect of life, fostering these skills is more critical than ever. From a rhetorical perspective, education can be viewed as an ongoing argumentative process (Petraglia, 1997), where learners are encouraged to construct, justify, and critique scientific claims. Effective collaborative argumentation is respectful, inclusive, and grounded in active listening and open-mindedness. This paper explores how integrating collaborative argumentation into secondary science classrooms strengthens conceptual understanding, develops scientific reasoning, enhances evidence evaluation, and ultimately improves academic performance. By adopting this approach, educators can cultivate a generation of scientifically literate, critically thinking learners equipped to face the challenges of future STEM landscapes.
Keywords: Collaborative argumentation, science education, critical thinking, conceptual understanding, 21st century skills
CITE THIS PAPER
APA Format:
Shejeena, K. A., & Thamarasseri, I. (2025). Fostering scientific literacy and 21st century skills through collaborative argumentation in secondary classrooms. Journal of Pedagogical Innovations and Teacher Education, 2(1), 126–140. https://jpita.mitc.ac.in/2025/06/05/shejeena-k-a-and-ismail-thamarasseri/
MLA Format:
Shejeena, K. A., and Ismail Thamarasseri. “Fostering Scientific Literacy and 21st Century Skills through Collaborative Argumentation in Secondary Classrooms.” Journal of Pedagogical Innovations and Teacher Education, vol. 2, no. 1, 2025, pp. 126–140. https://jpita.mitc.ac.in/2025/06/05/shejeena-k-a-and-ismail-thamarasseri/
Chicago/Turabian Format:
Shejeena, K. A., and Ismail Thamarasseri. “Fostering Scientific Literacy and 21st Century Skills through Collaborative Argumentation in Secondary Classrooms.” Journal of Pedagogical Innovations and Teacher Education 2, no. 1 (2025): 126–140. https://jpita.mitc.ac.in/2025/06/05/shejeena-k-a-and-ismail-thamarasseri/
Harvard Style:
Shejeena, K.A. and Thamarasseri, I., 2025. Fostering scientific literacy and 21st century skills through collaborative argumentation in secondary classrooms. Journal of Pedagogical Innovations and Teacher Education, 2(1), pp.126–140. Available at: https://jpita.mitc.ac.in/2025/06/05/shejeena-k-a-and-ismail-thamarasseri/
IEEE Format:
K. A. Shejeena and I. Thamarasseri, “Fostering scientific literacy and 21st century skills through collaborative argumentation in secondary classrooms,” Journal of Pedagogical Innovations and Teacher Education, vol. 2, no. 1, pp. 126–140, 2025. [Online]. Available: https://jpita.mitc.ac.in/2025/06/05/shejeena-k-a-and-ismail-thamarasseri/