The SOAR Model for Transforming Students’ Scientific Argumentation Skills Using Strength-Based Science Education Conceptualisation

Scientific Argumentation Skills (SAS) are fundamental to fostering scientific literacy and higher-order reasoning within science education and are particularly vital in Chemistry classrooms, where learners must navigate complex and abstract concepts. However, their classroom implementation often remains fragmented and content-focused, offering limited opportunities for students to construct and justify claims through authentic scientific reasoning. This concept paper investigates the potential application of the SOAR model as a strength-based strategic framework consisting of Strengths, Opportunities, Aspirations and Results that theoretical foundation for strengthening SAS in Chemistry education. Adopting a qualitative conceptual design, this paper synthesizes recent literature and theoretical perspectives to propose a SOAR-oriented framework for empowering teachers and students in scientific discourse. The framework encourages educators to capitalize on existing pedagogical strengths, identify authentic opportunities for inquiry, align aspirational goals with reasoning processes and evaluate outcomes through reflective practice. Anticipated findings suggest that integrating SOAR could cultivate a more positive learning culture, enhance students’ argumentation competence and strengthen alignment between pedagogy and assessment. However, this paper is limited by its conceptual nature, as the proposed framework has not yet been empirically validated within classroom contexts. Future research is therefore encouraged to operationalize and test the SOAR-based model in diverse educational settings, enabling deeper insights into its transformative potential for strengthening SAS across disciplines. Despite these limitations, this study advances a strategic and forward-looking vision for how the SOAR model can transform the culture of scientific argumentation in science education, using Chemistry learning as an exemplar for bridging pedagogical innovation with reflective, evidence-based practice.