Argument Driven Inquiry instruction to facilitate scientific reasoning of 11th grade students in light and visual instrument topic
K. Inthaud (a*), T. Bongkotphet (a), S. Chindaruksa (b)

a) Faculty of Education, Naresuan University, Tha Pho, Mueang Phitsanulok District, Phitsanulok 65000, Thailand
b) Faculty of Science, Naresuan University, Tha Pho, Mueang Phitsanulok District, Phitsanulok 65000, Thailand

Abstract

Scientific reasoning is one of the most important processes for developing scientific knowledge and also one of the skills required for students to handle open ended real world tasks in their future career. This research aims to develop the scientific reasoning of 11th grade students through argument driven inquiry instruction (ADI) in the topic of light and visual instrument. The participants were 34 11th grade science emphasized program students. They were selected by purposive sampling. Research instruments were comprised of Lawson Classroom Test of Scientific Reasoning (LCTSR) and student reports. The data were analysed by using qualitative data analysis and quantitative data analysis, which were content analysis, mean and percentage. The student scientific reasoning measured by the pre and post LCTSR improved from 11 to 48 percentages. The results from student reports indicated 42 percentages of participants had well-scientific reasoning. The argument processes, both verbal and written, are keys to practice and develop student scientific reasoning.

Keywords: Argumeny Driven Inquiry; Scientific reasoning

Topic: 3. Physics Education