The Development of Scientific Reasoning Skills and Scientific Attitudes through Argument-driven Inquiry Learning Model in Topic of Water and Water Cycle of Prathomsuksa V Students’, Phuket Province
Keywords:
Argument-driven Inquiry Learning Model, Scientific Reasoning Skil, Scientific AttitudeAbstract
The purpose of this research was to develop Prathomsuksa V Students’ Scientific Reasoning Skills and Scientific Attitudes using the Argument-driven Inquiry Learning Model in the topic of Water and Water Cycle, and to generate the best practices for developing students’ Scientific Reasoning Skills through the Argument-driven Inquiry learning model in the topic of Water and Water Cycle. The research participants consisted of 16 Students who enrolled in the second semester of the 2017 academic year. The research instruments were used lesson plans which were framed by the Argument-driven Inquiry Learning Model in the topic of Water and Water Cycle, Scientific Reasoning Skill Test, and Scientific Attitude Test. Research results were analyzed by using Frequency and content analysis methods. Research findings showed that 1) after learning with the Argument-driven Inquiry Learning Model in the topic of Water and Water Cycle, 2) All students presented that they had developed scientific reasoning skills and scientific attitudes specifically Adductive Reasoning, Deductive Reasoning, Openness, Persistence, Cooperation and have good intentions towards science.References
Berland, L.K. & Reiser, B. J. (2011). Classroom Communities’ Adaptations of the Practice of Scientific Argumentation. Science Education, 95, 191-216.
Kemmis, S. & McTaggart, M., Eds. (1988). The Action Research Planner. Victoria, Australia: Deakin University.
Krathowhl, D. R., Bloom, B.S. & Masia, B.B. (1964) Taxonomy of Education Objectives, the classification of educational goals Huandbook II: Affective Domain. New York: McKay.
Kolsto, S. D. (2001). Science literacy for citizenship: Tools for dealing with the science. Science Education, 85(3), 291-310.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337.
Lawson, A.E. (2009). Basic inferences of scientific reasoning, argumentation, and discovery. Science Education,94(2), 336-364.
Luecha L. & Ladapa, S. (2013). Fourth grade students’ scientific reasoning. Naresuan University Journal,21 (3). [In Thai]
Ministry of Education. (2010). Education Act National, 1999 and Amended (No.2nd), 2002. And (NO.3), 2010. Bangkok: Teacher Council Lardprao. [In Thai]
Nalinee, S. (2018). The Development of Grade Tenth Students’ Scientific Reasoning Ability through Argument -Driven Inquiry. Master Thesis of Education, Kasetsart University. [In Thai]
Organization for Economic Cooperation and Development [OECD]. 2013. PISA 2015: Draft Science Framework. Retrieved from http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20pdf.
Partnership for 21st Century Skills. (2007). Framework for 21st century learning. Retrieved from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf.
Panisara, S. (2017). The Development of Scientific Argumentation Skills of Grade 10 Students through the Integration of Argumentation into Problem-Based Learning in Natural Resources and Environmental Issues. Mater Degree thesis of Education, Kasetsart University. [In Thai]
Pattharawan, C. (2015). An Action Research on Enhancing Grade 10 Student’s Scientific Reasoning Ability In Learning the Topic of Stoichiometry using Argument Driven Inquiry Model. Master Degree thesis of Education, Naresuan University. [In Thai]
Sirinoot, K. (2017). The Development of Grade 11th Students’ Scientific Reasoning Ability by Using Inquiry-based Learning. Master Degree thesis of Education, Kasetsart University. [In Thai]
Sampson, V., J. Grooms. & J. P. Walker. (2010). Argument-Driven Inquiry as a way to help student learn how to participate in scientific argumentation and craft Written Arguments: An Exploratory Study. Science Education, 95(2), 217-257.
Santichai, A. (2010). Effects of biology instruction using the argument-driven inquiry instructional model on ability in scientific explanation making and rationality of upper secondary school students. Master Degree thesis of Education, Chulalongkorn University). [In Thai]
Walker, J., V. Sampson. & C. Zimmerman. (2011). Argument-driven inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs.Journal of Chemical Education, 88(10), 1048-1056.
Downloads
Published
Issue
Section
License
บทความทุกบทความเป็นลิขสิทธิ์ของวารสารคณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตบางเขน
วารสารศึกษาศาสตร์ปริทัศน์ (Kasetsart Educational Review)
