A critique to argument-driven inquiry (ADI) and the development of authentic argument-driven inquiry (AADI) for optics instruction

Date

2026-02-01

Author

Demirtaş, Dilber
Yıldırım, Ufuk
Özdemir, Ömer Faruk

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

76
views

0
downloads

Cite This

Argument-driven inquiry (ADI) is a widely used method in science education. While it offers several pedagogical advantages, a critical analysis of its framework and practical application, particularly in optics instruction, reveals notable challenges related to the implementation of its inquiry phase. To address these challenges, we revised ADI framework to develop authentic ADI (AADI), enhancing the authenticity of both inquiry and argumentation components. This study outlines the rationale and development process of AADI, with specific emphasis on its application to high school optics topics. The revised model aims to provide more epistemologically authentic experiences, better aligning inquiry-based activities with the core practices of science.

URI

https://hdl.handle.net/11511/118903

Collections

Department of Mathematics and Science Education, Article