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The Effects of argument-driven inquiry instructional model on 10th grade students’ understanding of gases concepts

Demirci Celep, Nilgün
The main purpose of this study was to seek whether there is a significant effect of Argument-Driven Inquiry (ADI) instructional model on 10th grade high school students’ conceptual understanding and attitudes toward chemistry as compared to traditional chemistry instruction and to draw conclusion based on the evidence for students’ conceptual understandings of gases concepts and attitude toward chemistry between the experimental and traditional groups. The sample of this study consisted of 157 tenth grade students from one public high school at Ankara. Six intact classes of same teacher were participated in this study. The classes were randomly assigned as experimental group and control group. The control groups were instructed by using traditional chemistry instruction, while the experimental groups were instructed by using ADI instructional model. The study was conducted during seven weeks on gases concepts included in the states of matter unit. Gases Concept Test-I (GCT-I), a two tiered Gases Concept Test- II (GCT-II), and Attitude Scale toward Chemistry (ASTC) was administered to all participant as pre-posttests. Moreover, Argumentativeness Scale toward Argumentation (ASTA) was applied only experimental group students before and after the treatment in order to measure a person's tendency to pursue or avoid of argumentation in argumentative situations. After the treatment, semi-structured interviews were applied to 8 students in order to examine the students’ conceptual understanding and alternative conceptions in gases concepts clearly. Further, MANCOVA was used to analyze the data and descriptive and inferential statistics were obtained. The results indicated that, experimental group students who were taught by ADI instructional model had statistically significant higher scores than control group students in terms of understanding gas concepts and also attitude toward chemistry. Similarly, the students from experimental group showed less alternative conceptions according to the results of two-tiered posttest after treatment. Students’ interview results supported the inferential statistics. In addition, students’ who taught ADI instructional model showed a significant increase of willingness to pursue of argumentation.