Argumentation about data: learners’ ability to think critically

Abstract

This paper reports on research that was undertaken with Grade 10 learners at 5 schools in the Western Cape. It provides baseline data of their spontaneous, i.e. untutored, ability to engage in argumentation, one of the key-areas of critical thinking. The learners are expected to provide written responses to experimental data. They are also expected to justify their choices. Their responses are categorized and analysed. Inspection of the data shows a variety of levels of argumentation between individuals. The limitations of the study are discussed and tentative factors are explored such as experience in practical work and the ability to articulate ideas, which may have some bearing on the ability of learners to engage in an argument