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Article II
.
With regard to argumentation in 
Article III
, the results show that the IBL-LCA concept had 
an impact on the students’ (N=8) scientific and ecological argumentation skills. This is 
illustrated in Figure 11.
The essays, and the pre and post tasks (N=8) were analysed to see if a certain type of 
argument was presented. In these tasks, the number of times a certain argument was presented 
by an individual student was not calculated. Before the intervention, only two of the students 
wrote ecological arguments and one student came up with a scientific argument. After the 
intervention, all of the eight students wrote scientific and ecological arguments. All students 
were able to make socio-economic arguments both before and after the intervention, but 
ethical argumentation was less common. Only four of the students expressed ethical 
arguments in the pre-argumentation task, and two in the post-argumentation task. One student 
did not make any ethical statements during any of the study tasks. However, in the essays the 
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90 100 
Positive studying experience 
Cooperative learning 
Independent learning 
Commucation abilities 
Importance of chemistry literacy 
Usefulness of studying chemistry
Project did not affect me 
Project affects other students 
New ideas and realisations 
Consumer behaviour 
Life-cycle thinking skills 

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students were asked to write, the majority of them, six students, were capable of discussing 
some ethical aspects related to their product.
In contrast, during the debate after the project work, the total number of arguments presented 
was calculated. The qualitative distribution of arguments during the role-playing debate with 
the whole class was in line with the other data. The results of the debate held after the project 
demonstrate that socio-economical (32%) and scientific (32%) arguments were the most 
common argument types used. Ecological arguments were almost as common (28%), but 
ethical arguments were rare (only 8% of all expressed arguments were ethical arguments). 
Figure 11.
The qualitative results of the impact of the IBL-LCA concept on students’ 
argumentation skills. The essays, and the pre and post tasks (N=8) were analysed to see if a 
certain type of argument was presented. However, the number of times a certain argument 
was presented by an individual student was not calculated. In contrast, during the debate after 
the project work, the total number of arguments presented was calculated. The results are 
explained in more detail in 
Article III
.
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Pre argumenta_on task
Post argumenta_on task
Essay
Debate
Scien_fic
Ecological
Ethical
Socio-­‐economic

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