Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation

Journal article

Chen, Hsiang-Ting, Wang, Hsin-Hui, Lu, Ying-Yan, Lin, Huann-shyang and Hong, Zuway-R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education. 38(2), pp. 170 - 191. https://doi.org/10.1080/09500693.2015.1134849
AuthorsChen, Hsiang-Ting, Wang, Hsin-Hui, Lu, Ying-Yan, Lin, Huann-shyang and Hong, Zuway-R
Abstract

This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students’ engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n = 36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students’ total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students’ anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed.

KeywordsArgumentation; elementary students; engagement in learning science; modified argument-driven inquiry; Taiwan
Year2016
JournalInternational Journal of Science Education
Journal citation38 (2), pp. 170 - 191
PublisherRoutledge
ISSN0950-0693
Digital Object Identifier (DOI)https://doi.org/10.1080/09500693.2015.1134849
Scopus EID2-s2.0-84960087523
Page range170 - 191
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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