DEVELOPMENT OF ARGUMENT-DRIVEN INQUIRY MODEL FOR ENHANCING SCIENTIFICALLY CRITICAL THINKING ABILITY IN ACID-BASE TOPIC FOR GRADE 11 STUDENTS

  • Thankamon Saksoong 0850293649
Keywords: scientifically critical thinking ability, argument-driven inquiry model, acid-base

Abstract

The objectives of this action research were to study ways to implement the learning management of Argument-Driven Inquiry (ADI) model for enhancing scientifically critical thinking ability in the topic of acid-base and to investigate the effect of ADI model of learning management on students’ scientifically critical thinking ability in learning the topic of acid-base. The participants were 31 grade 11th students from one of the schools in Phitsanulok province in the 2018 academic year. The research instruments consist of 1) the three developed lesson plans, 2) reflective learning management form, 3) the investigation report, 4) the worksheet of a tentative argument and 5) the scientifically critical thinking test. This study was conducted in three consecutive times as the cycle and all the research instruments were used during each cycle.

            The research results reveal that the ADI model based learning management for enhancing scientifically critical thinking ability should have the characteristics that are described as follows. Showing of real-life situations, using various media, students should be given opportunities to design or analyze data by themselves, and then use the information obtained to construct a tentative argument that allows students to distinguish that which arguments are, teachers and students discuss and summarize information together. Then, students asked to write an evaluating a friend's report and improve their own report. The highest developed skill is the definition skill, 77.42 percent, followed by the skills of judging, information and reference skills in problem solving and reasoning, 67.74 percent and 61.29 percent respectively.

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Published
2019-05-01
Section
Research Articles