摘要：The study aimed at introducing scientific argumentation to students of elementary level in aprivate school in Islamabad. The sample consists of 48 students of grade seven divided intotwo sections serving as control and experimental group. The objectives of the study were toexperiment with teaching through argumentation, exploring the difficulty faced by students inconstructing argument and the effect of scientific argumentation on students’ academicperformance. The students in the experimental group were provided intervention for twomonths (the maximum allowed duration by the school administration). Data were collectedthrough written argumentation reports and students’ performance in the bi-monthlyexamination at the end of the experiment. Data were analyzed using inferential statistics. Thefindings revealed students’ difficulty with constructing rebuttal in an argument. The academicperformance of the students in experimental group was significantly higher than the studentsin the control group using t-test. Moreover, the academic performance of female students inthe experimental group was higher than the male students. Scientific argumentation was foundan effective instruction method for improving students’ understanding, developing criticalskills and constructing knowledge.
