Abstract
This study utilized a mixed-methods design to examine the effectiveness of the argument-driven inquiry (ADI) model. The participants were 28 pre-service science teachers (PSTs), and data were collected on their achievement, science process skills, and argumentation levels before and after the treatment. A focus group interview was conducted to investigate their views on the model. The ADI model had a positive impact on PSTs’ science process skills, argumentation levels, as well as knowledge of the science content under the activities. Moreover, PSTs held a positive attitude towards using the ADI model in their classes and stressed it provides good retention.
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