The Effects of Argument-Based Inquiry Instruction on Scientific Reasoning Ability and The Understanding of Concepts of Force and Motion for Grade 10 Students
Keywords:
Argument-based Inquiry Leaning Activities, Scientific Reasoning Ability, Concepts, Force and MotionAbstract
This research aims to: 1) Compare the ability of scientific reasoning before and after class with the argumentative based learning management of Grade 10 Students. 2) Compare the conceptual understanding of force and motion. Before and after class with a controversial-based learning management of Grade 10 Students.
The group studied is Grade 10 Students, Science-Math Plan, Semester 1, Academic Year 2020, who are studying the Physics course. A school in Samut Prakan Province Which was obtained from a random sampling of 50 people per group
The research tool was a controversial-based quest based learning plan. It is a learning management plan that focuses on creating innovation that students can pursue knowledge that Support the creation of knowledge Creation using the Scientific Reasoning Ability Questionnaire And a measure for understanding of the concept of force and motion. The statistics used in the research were mean, standard deviation, and t-test.
The results of the research showed that (1) the results of the disputes-based learning management of Grade 10 Students students after the disputes-based learning management. This resulted in students having significantly higher scientific reasoning ability than before studying at the .05 level. (2) Students who received argument-based tracing learning had a significantly higher understanding of the concept of force and motion than students who received regular learning at the .05 level.
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