Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course

This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking a...

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Bibliographic Details
Published inScience education international Vol. 27; no. 3; pp. 369 - 390
Main Authors Kadayifci, Hakki, Yalcin-Celik, Ayse
Format Journal Article
LanguageEnglish
Published International Council of Associations for Science Education 2016
Subjects
Active Learning
Chemistry
Control Groups
Critical Thinking
Foreign Countries
Inquiry
Interviews
Likert Scales
Preservice Teachers
Pretests Posttests
Qualitative Research
Questionnaires
Science Activities
Science Education
Science Experiments
Science Instruction
Science Laboratories
Science Process Skills
Science Teachers
Scientific Principles
Statistical Analysis
Teaching Models
Turkey
Turkey
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Summary:This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science process skills, changes in their argumentativeness, their ability to identify flaws in an argument and their views on ADI are assessed. Results show that the participants' oral and written remarks shed light on the effectiveness of the model and provide positive and negative characteristics associated with the model. Recommendations are put forward regarding the usability of the ADI model by professionals who may consider applying it in practice.
ISSN:1450-104X