Abstract
In this study, we investigated high school students’ perceptions of inquiry classes focused on observation. This class was conducted for 6 days, 5 hours a day, using science writing heuristic, and students participated in groups of 3 by choosing one of the topics of boiling and freezing points of substances. Students actively participated in all problem-solving processes, including the research problem. The level of students’ argumentation shown in the report analysis generally increased as the class progressed. Students responded that the activity of stating observation results helped improve their inquiry ability, and for that reason, they suggested that various observations were possible due to detailed observations. In addition, he responded that explaining the validity of the argument using the observation helped improve his argumentation ability, and that he was able to maintain the consistency of the report through activities to explain the validity of the argument with his observation, and that he was able to think logically because he repeated this process.
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