Scientific inquiry is a procedure, which performed by scientists to explain natural phenomena based on investigations and scientific data. The accommodation of scientific inquiry in science learning can develop knowledge, understanding of scientific knowledge and understanding the way of scientists study natural phenomena through investigation. That implies biology teacher prospective must understand aspects of scientific inquiry and its implementation. Quasi-experimental study was conducted to determine the effectiveness of learning with arguments framework (Argumentation Promoting Scientific Inquiry skills/APSIS) in order to applying the understanding and ability aspects of scientific inquiry skills. The subjects were first year students who became participants of general biology course. The data of understanding and ability in applying aspects of scientific inquiry skills was collected by test instrument. The test results analyzed with t-test. The Study results showed that the arguments framework in debriefing scientific inquiry skills could improve understanding and ability to apply the concept of scientific. The using of argument as an APSIS framework could promote the using of reasoning by students especially to develop and apply scientific work.

Keywords: argumentation framework, scientific inquiry skills