The influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method in chemistry laboratories on high school students’ conceptions about the nature of science

Abstract

The aim of the present study was to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method compared with an implicit inquiry method on eleventh-grade students’ conceptions of NOS. The study used a pre-/post-test control group design to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method on eleventh grade students’ understanding of NOS. The qualitative method was used to identify the students’ views of NOS. The study involved 45 students (grade 11) enrolled in a chemistry course at a public Anatolian high school in the northeast of Turkey. The explicit group included 24 students (10 girls and 14 boys) and the implicit group included 21 students (12 girls and 9 boys) with their ages ranging from 17 to 18 years. Both groups were instructed for two 45 minute sessions per week over the course of 9 weeks. However, the explicit group participated in laboratory activities designed by the ADI method with explicit NOS instruction, whereas the implicit group was taught by a structured inquiry (SI) instructional model. Students were interviewed using the VNOS-B interview schedule to evaluate the students’ understanding of NOS. In data analysis, we coded views as an informed view that had the accepted views, a transitional view that had partially accepted views or a naïve view that had unaccepted views of the seven characteristics of NOS based on the literature. The results of the study showed significant differences between the pre- to post-test scores for the explicit group in terms of NOS views. However, the post-instruction views of the implicit group were not different from their previous NOS views. We believe that the explicit nature of science instruction embedded in the ADI method has a noticeable potential in order to improve high school students’ views about NOS.

Examining Some of Students’ Views on the Nature of Science (NOS) in Traditional Lecture Format Teaching Environment

“…A recent research paper data suggests that participants possessed naïve and translational VNOS and this was promoted to informed only after explicit-reflective NOS instruction [31]. Furthermore, explicit instruction through argument-driven inquiry on NOS provides a tangible improvement on students' VNOS [32]. Additionally, instructors should provide students with learning opportunities that focus on inquiry-based learning which can impact the understanding of the nature of science [33].…”

Integrating Reading as Evidence to Enhance Argumentation in Scientific Reading-based Inquiry: A Design-based Research in Biology Classroom

“…There are minimal inquiry models that accommodate structured scientific reading as a fundamental activity in practice. Several research approaches oriented towards inquiry and argumentation include the Argument-Based Science Inquiry (Choi et al, 2014;Taylor et al, 2018;Sari & El, 2020), the Argument-Driven Inquiry (Cetin & Eymur, 2017;Eymur, 2018Eymur, , 2019, and the Scientific Inquiry Learning Model (Eliyahu et al, 2020;Mesci et al, 2020). Although they contain inquiry steps in optimizing argumentation skills, these approaches do not explicitly include reading activity in the instructions.…”

Effectiveness of Inquiry Based Laboratory Instruction on Developing Secondary Students’ Views on Scientific Inquiry

“…11−14 Researchers dealing with ADI hypothesized that this instructional model would improve students' argumentative writing skills, 13 their ability to construct a scientific argument, 12 their attitudes toward science, 11 and their understanding of core scientific ideas 12 and conceptions of data and evidence 15 by means of the various activities embedded in it. There is only one study 16 investigating the influence of the explicit nature of science instruction embedded in the ADI method in Chemistry laboratories on high school students' conceptions about the nature of science. However, there is no study investigating the effect of ADI on secondary students' scientific inquiry views.…”