Developing Students’ Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study

Abstract

In this study, we employed a new instructional model that helps students develop scientific writing and presentation skills. Argument-driven inquiry (ADI) is one of the most novel instructional models that emphasizes the role of argumentation and inquiry in science education equally. This is an exploratory study where five ADI lab activities take place with a group of students guided by their classroom teacher. The main aim of this study was to investigate the effect of laboratory instruction that was designed based on ADI on students’ ability to write and present scientifically. For this purpose, three sets of instruments were used: argumentative writing assessment, poster evaluation checklist, and student assessment of their learning gains (SALG) survey. The results showed that students developed their writing skills in all three aspects: argument structure, argument content, and writing mechanism. However, the highest score in terms of these improvements was obtained in the quality of students’ argument content. Also, the current study findings explicitly showed that ADI activities could help students improve their scientific presentation skills. At the end of the ADI activities, each group got higher than 50 points out of 65 points, while their scores were nearly 30 points at the beginning of activities.

Implementation of Science Writing Heuristic Approach to Develop Chemistry Students’ Argumentation Skill

“…This result further suggesting that the more argument-driven strategies are implemented, the more mastered of students' skill in generating scientific arguments (Figure 4.). This finding supported the previous research which is finding that the implementation of Argument-driven inquiry (ADI) model has succeeded to improve students' writing and presentation skills [16]. The current result shows that student ability in writing well-developed over time.…”

Metacognitive Argument-Driven Inquiryin Teaching Antimicrobial Resistance: Effects on Students Conceptual Understanding and Argumentation Skills

“…In the literature, the potential use of ADI was found to improve students' conceptual understanding (Celep, 2015;Celik & Kilic, 2014;Enderle, Grooms, & Sampson, 2013;Ping, Halim, & Osman, 2020;Myers, 2015) and argumentation skills (Cetin & Eymur, 2017;Fadillah & Deta, 2020;Kadayifci & Celik, 2016;Myers, 2015;Ping et al, 2020). In addition, some studies reported the effectiveness of ADI in developing students' academic achievement (Demircioglu & Ucar, 2015) and scientific process skills (Eymur, 2018;Kadayifci & Celik, 2016;Ping et al, 2020).…”

Developing Students’ Reflective Thinking Skills in a Metacognitive and Argument-Driven Learning Environment

“…In the literature, several empirical studies in different disciplines of science have extensively examined and reported the efficacy of ADI in improving students' conceptual understanding (Myers, 2015;Celep, 2015;Celik & Kilic, 2014;Walker, Sampson, Grooms, Anderson, & Zimmerman, 2012;Enderle, Grooms, & Sampson, 2013). Previous studies showed that ADI can also help foster students' argumentation skills in science (Çetin & Eymur, 2017;Kadayifci & Celik, 2016;Myers, 2015;Walker, Sampson, Grooms, Anderson, & Zimmerman, 2012;Demircioglua & Ucarb, 2015;Celik & Kilic, 2014). To cite an example, Enderle, Grooms, and Sampson (2013) conducted a comparative case study on the impact of ADI on students' science proficiency over traditional laboratory instruction.…”