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Research Article Open access CC BY 4.0

Improving Students’ Science Process Skills Using Argument-Driven-Inquiry (ADI) Laboratory Method

Joan M. Belga

Asian Journal of Physical and Chemical Sciences · pp. 42–49 · Published 29 Sep 2022

10.9734/ajopacs/2022/v10i2180

Abstract

This study aimed to determine the effects of the Argument-Driven-Inquiry (ADI) laboratory method on high school students’ science process skills. The study further investigated the method’s effect on students with different reasoning ability levels, namely the hypothetico-deductive, transitional, and empirical-inductive. A mixed method employing both quantitative and qualitative procedures for gathering data was employed. A quasi-experimental study using a 2 x 3 factorial design was implemented where Reasoning Ability Level was the moderating variable. The study was conducted on two intact classes of fourth-year students at Iloilo National High School-Special Science Class enrolled in the subject “College Physics”. Lawson’s Classroom Test of Scientific Reasoning was utilized to categorize students according to their reasoning ability levels.  To measure students’ science process skills before and after the study, the Test for Integrated Process Skills II (TIPS II) was employed. Mean, standard deviations, t-test for independent samples, and one-way analysis of variance were determined as part of the statistical analyses. Results revealed that students in the two groups were comparable in terms of science process skills before the intervention was employed. However, exposure to the ADI laboratory method improved students’ science process skills better than exposure to the traditional laboratory method. Further, the improvement of students’ science process skills is deemed independent of the student’s reasoning ability level but relies mainly on the type of laboratory instruction.

ADI science process skills reasoning ability level TIPS II laboratory method concept cartoons scientific argumentation

References (7)

  1. 1 International Journal of Science Education [DOI]
  2. 2 Concept cartoons, teaching and learning in science: an evaluation [DOI]
  3. 3 Development of an integrated process skill test: TIPS II [DOI]
  4. 4 Argumentation: The language of science [DOI]
  5. 5 The effect of the inquiry teaching method on biochemistry and science process skill achievements [DOI]
  6. 6 Argument-Driven Inquiry.
  7. 7 America's Lab Report: Investigations in High School Science [DOI]

Cited by 2

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Amalia Syuzita, Susilawati Susilawati, AA Sukarso · Jurnal Penelitian Pendidikan IPA · 2023

Effectiveness of Science E-Module Using Argument-Driven Inquiry Models to Improve Students' Generic Science, Critical Thinking and Scientific Argumentation Abilities

AA Sukarso, Amalia Syuzita, Susilawati Susilawati · Jurnal Penelitian Pendidikan IPA · 2023

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