Argument-based Inquiry Research Articles

Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students’ oral presentation skills and willingness-to-communicate

Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students’ oral presentation skills and willingness-to-communicate

Exploring Conditions for Utilizing Representations in Chemistry in an Argument-Based Inquiry Environment: Laboratory Only, Technology Only, or a Combination of Laboratory and Technology

Exploring Conditions for Utilizing Representations in Chemistry in an Argument-Based Inquiry Environment: Laboratory Only, Technology Only, or a Combination of Laboratory and Technology

Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

ABSTRACT The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growth mixed modelling was used to analyse a longitudinal data set collected from elementary (grade 4) to high school (grade 11) – utilising Iowa Assessment Test data. Two major outcomes emerged: younger students in the SWH approach had better achievement growth, and years of experience with the SWH approach resulted in a differential impact on science achievement for students with and without IEPs. The findings are consistent with previous studies on the importance of early intervention for students with disabilities in inclusive education settings.

Improving Elementary Students’ Science Achievement, Inquiry and Scientific Writing Skills through Argument-Based Inquiry

The main purpose of this research was to examine how the Argument-Based Inquiry (ABI) approach affects students’ science achievement, inquiry skills, and scientific writing skills and to determine what the students thought about the ABI. This study employed an explanatory sequential mixed methods design using a quasi-experimental research method in which a pretest-posttest control group was used in the quantitative part and semi-structured interviews were conducted in the qualitative part of the research. The participants included 47 fourth-grade students attending a public elementary school. The students in the experimental group were taught four science units using the ABI approach, while those in the comparison group were taught the same units with the teacher’s own teaching methods. Independent samples t-tests were conducted for the analyses of data collected through Science Achievement Tests, the Inquiry Skills Test, and the Grading Rubric for Scientific Writing Skills. The findings revealed significant differences between the experimental and comparison groups in terms of science achievement, inquiry and scientific writing skills in favor of the experimental group. Content analysis of the qualitative data revealed that the students held favorable opinions about the ABI approach. We concluded that the positive effects of the ABI approach continued to increase throughout the study.

Examining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approach

ABSTRACT This study aims to investigate the relationship between written and oral reasoning in an undergraduate chemistry laboratory course as part of an argument-based inquiry approach, which is also a generative learning environment, known as the Science Writing Heuristic (SWH). The study employed the data-transformation variant of convergent design of mixed-method research. Data sources included 180 laboratory reports from nine Pre-service Science Teachers (PSTs) and 20 video recordings across two semesters. Using Walton’s argument schemes, PSTs’ development, utilisation and correlation of written and oral reasoning and an argument cycle of premise-justification-conclusion were examined. A Friedman test and a Spearman-Brown correlation were conducted for statistical analysis. The results revealed that there is a positive correlation between written and oral reasoning. While the quality of PSTs’ written reasoning significantly increased from the first time phase to the following time phases, this pattern was not observed in oral reasoning. An argument cycle of premise-justification-conclusion occurred in each phase of oral arguments. However, this cycle did not occur in every facet of the SWH process across all time phases in written arguments. The study suggests that pre-service science teachers should be provided with learning environments that will allow them to make external evaluations and engage in talking, reading and writing activities for learning purposes.

Action Research on Construction of Argumentation-Based Inquiry Model Developing in Social Studies for Elementary Schools

Action Research on Construction of Argumentation-Based Inquiry Model Developing in Social Studies for Elementary Schools

비대면 및 대면 상황의 논의기반 탐구(ABI) 과학 수업에서 나타나는 중학생들의 인식 비교 분석

Objectives The purpose of this study was to fine out students’ perceptions in argument-based inquiry science classes in no-face-to-face and face-to-face situations.
 Methods For this purpose, 113 students from 4 classes in the 2nd year of middle school located in Matropolitan B were applied argument-based inquiry science classes in two different situations. Surweys and interviews were conducted and analyzed to fine out students’ perceptions of argument-ased inquiry science classes in each situations.
 Results As a result, there were differences in students’ perceptions of the class, perceptions of understanding scientific knowledge, and perceptions of self-activity regarding argument-based inquiry science in no face-to- face and face-to-face situations. First, in terms of students' perception of the class, students in no face-to-face situation actively participated in argument-based activities but students the other situation actively participated in the stage of actual activities. Second, students in no face-to-face situation the progress of the class remains as a record, and discussions using explanations using pictures and photos were helpful in understanding scientific knowledge. Unlike this, students in face-to-face situation good communication with the small group members helped to understand scientific knowledge. Third, in the perception of problem solving in discussion-based inquiry science classes in no face-to-face and face-to-face situations, students recognized that most of them contributed to solving inquiry problems through the argumentation.
 Conclusions This study examined students’ perception of learning in argument-based inquiry classes in two different situations, and this results were meaningful in exploring practical directions for successfully applying argument-based inquiry activities in various learning situations to school science classes.

The Effect of Argumentation-Based Inquiry Approach on Students' Academic Achievement and Analytical Thinking Skills

This study aimed to investigate the effects of the argumentation-based inquiry (ABI) approach on the analytical thinking skills of seventh-grade students using a mixed method. It was conducted in a secondary school in the Black Sea region of Turkey with seventh-grade students from two classes during the fall semester of the 2021–2022 academic year. The findings show that the application of the ABI approach in science classes is effective on the academic achievement of students. According to the analytical thinking test findings, a significant difference was found in favor of the experimental group in the post-test. The evaluation of the quantitative and qualitative findings revealed that the ABI approach used in science lessons had improved the analytical thinking skills of the experimental group students.

Impact of Pre-Service Teachers' Awareness of Using Multiple Representations on the Argumentation-Based Inquiry Process

This study aimed to investigate how awareness of pre-service teachers is reflected in the process when making oral and written arguments, the effect of using modal representations on the quality of the argument, what modal representations students use when making arguments, and what modal representations they consider important (especially when defending their claims). The method of the research is the convergent parallel design, one of the mixed research methods. The sample of the study consists of 2nd grade pre-service teachers (N=83) studying at a state university in the north east of Turkey, selected by convenience sampling method. In the quantitative dimension of the study, Argumentation-based inquiry (ABI) reports evaluation form was used, while in the qualitative dimension, video recordings, semi-structured interviews and photographs (presentation board pictures) and ABI reports were used as data collection tools. Analysis shows pre-service teachers need an education or an activity to raise awareness. The pre-service teachers who gained this awareness use different types of representation in a larger number and variety and do this in order to serve a purpose (such as defending their claims).

Effect of socioscientific issue and argumentation-based inquiry approach on pre-service science teachers’ understanding of the nature of science

Effect of socioscientific issue and argumentation-based inquiry approach on pre-service science teachers’ understanding of the nature of science

A rating scale development study for the evaluation of lesson plans and teaching practices on argumentation-based inquiry

The purpose of this study was to develop a reliable and valid rating scale for the use of the assessment and evaluation of lesson plans and teaching practices that are based on argumentation-based inquiry (ABI). The study covered two academic years (four academic semesters). Qualitative and quantitative methods were utilized throughout the development of the rating scale including data collection and data analyses. A purposive sample of 72 pre-service science teachers (PSTs) who were enrolled in a public university located in East Black Sea region of Turkey constituted the sample of the study. Content Validity Ratio (CVR=.80) and Content Validity Index (CVI=.94) values were calculated as measures of content validity. Pearson Correlation Coefficient (r=.96) and Cohen’s Kappa value (κ value was between .60 and 1.00) were calculated to test inter-rater reliability of the scores obtained by the rating scale. Findings provided evidence for the reliability and the validity of the ABI rating scale. ABI lesson plan template and ABI rating scale developed for the assessment and evaluation of ABI lesson plans and subsequent teaching practices are provided to the readers. Contributions to the field are discussed.

Approximating stability for applied argument-based inquiry

• Detecting stability is a CoNP-complete problem in dynamic argumentation. • A claim is stable if more information cannot change its justification status. • We propose a sound and polynomial approximation algorithm for estimating stability. • We provide empirical and theoretical analyses of the algorithm’s performance. • The algorithm is applied in three use cases at the Netherlands Police. In argument-based inquiry, agents jointly construct arguments supporting or attacking a topic claim to find out if the claim can be accepted given the agents’ knowledge bases. While such inquiry systems can be used for various forms of automated information intake, several efficiency issues have so far prevented widespread application. In this paper, we aim to tackle these efficiency issues by exploring the notion of stability: can additional information change the justification status of the claim under discussion? Detecting stability is not tractable for every input, since the problem is CoNP-complete, yet in practical applications it is essential to guarantee efficient computation. This makes approximation a viable alternative. We present a sound approximation algorithm that recognises stability for many inputs in polynomial time and discuss several of its properties. In particular, we show that the algorithm is sound and identify constraints on the input under which it is complete. As a final contribution of this paper, we describe how the proposed algorithm is used in three different case studies at the Netherlands Police.

The Efficiency of Argument-Based Inquiry Practices in Science Teacher Candidate Education

The targeted teacher profile for the 21st century includes the ability to become competent in many areas based on knowledge, skills (cognitive skills, internal skills, social skills, research skills, learning-teaching skills), and values that fit the needs of the age. This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices for the training of qualified science teachers. In this context, first, practices in argumentation-based inquiry were developed to educate individuals with mental flexibility; the ability to look at events from different perspectives and to think in alternative ways are necessary skills for the 21st century. Second, the planned argumentation-based inquiry practices were applied for 14 weeks in the “Science Literacy” elective course. To evaluate the effect of the implementation, science teacher candidates’ scientific process skills, high-level thinking skills, and consideration of the nature of science were investigated. A “concurrent triangulation design” was used in this mixed methods research. The study group comprised 38 science teacher candidates. Quantitative data were collected using a scientific process skills test, critical thinking disposition instruments, a metacognitive awareness inventory, and a nature of science views test. Qualitative data were collected through a semi-structured interview and documents (reflective learning diaries, reflective evaluation notes). The results show that the quantitative and qualitative findings support each other. It was determined that the practices carried out during the 14 weeks contributed to the science teacher candidates’ development of scientific process skills, critical thinking tendencies, metacognitive awareness, and views about the nature of science.

Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!

The aim of this study is to investigate the impacts of the use of computer-aided argument maps as a tool to promote prospective teachers’ critical thinking skills and dispositions. In this regard, qualitative research method was used in the study. The data of the research were collected through semi-structured interviews. Study group consists of 30 senior prospective teachers from three different classes studying science teaching at a university in Turkey in 2017-2018 academic year. At these three classes mentioned, individual and collaborative argument maps were created in addition to the ABI (Argumentation-based inquiry) activities. The study group was formed on a volunteer basis with 10 students from each class who were selected from, their course performances into consideration. A computer software was used to create the argument maps. Data obtained from interviews were analyzed through NVIVO program. The results obtained indicated that critical thinking skill sub-dimensions such as explanation, analysis, interpretation, evaluation, Self-correction and critical thinking disposition sub-dimensions such as questioning the reliability of sources, being open and fair-minded, being respectful of differences were emphasized more in the group in which the prospective teachers performed computer-aided, individual and collaborative mapping rather than the group in which only ABI activities were performed.

The Effect of Argumentation-Based Inquiry Approach Supported by Metacognitive Activities on Science Achievement of Preservice Teachers

Purpose: This study was conducted with students in their third year at the Department of Science Teaching at Kastamonu University in the 2015-2016 academic year. The study's objective is to investigate the effect of the argumentation-based and argumentation-based inquiry approaches supported by metacognition activities on students' science achievement.Design/Methodology/Approach: The study was carried out in 10 weeks with the participation of 69 students divided into three groups, namely, the ABI group, the ABI + metacognitive activity group and the group in which the traditional method was applied. An achievement test consisting of 25 questions and semi-structured interviews were used as data collection tools. In the data analysis, pre-post test evaluations and descriptive statistics were used.Findings: The data obtained showed that there was a significant difference between the groups, which was in favour of groups where the ABI approach was applied, and that there was a slightly significant difference between groups of ABI and the ABI supported by metacognition activities, which was in favour of the ABI group supported by metacognition activities. The interviews with students revealed many significant and positive outcomes; they stated that they were satisfied with the ABI applications, that they would prefer ABI in their professional lives, and that the applications facilitated scientific thinking.Highlights: Metacognition has an important place in scientific literacy and knowledge structuring. Because it provides metacognition to be aware of the individual's learning and learning process, it can be said that language practices such as discussion and writing, especially in the ABI process, activate cognitive and metacognitive mechanisms.

Impact of Different Types of Argument Maps on Critical Thinking: A Quantitative Study with the Pre-Service Science Teachers in Turkey

The aim of the study was to examine the impact of the use of argument maps by final year students of the science-teaching program on critical thinking. In the research, out of experimental research models, quasi-experimental pre-test-post-test control group design was used. Sample of the study consisted of 84 final year pre-service science teacher studying in three different classes in the fall semester of 2017-2018 academic year. While one of these classes was identified as control group, the other two classes were determined to be experimental groups at the beginning of the study. In the control and experimental groups, lectures on the subject of “Optics” were held with the Argument Based Inquiry (ABI) approach for 8 weeks in total. Different from control groups, experimental groups created eight individual argument maps in total within the framework of weekly subjects. In addition to the individual argument maps, one of the experimental groups created collaboratively argument maps for 4 weeks. collaboratively argument map practices were performed with 17 small groups consisting of two persons. Researchers were involved in the collaboratively map creation process as guides. Critical Thinking Test was used as measurement tool at the beginning and end of the practices. Data were analysed through one-way ANOVA via the SPSS program. At the end of the analysis, it was concluded that individual and collaboratively argument mapping practices were effective in the development of critical thinking skills of the pre-service teachers.

Argumentation-Based Inquiry Practices from the Perspective of Teachers Receiving and Implementing Argumentation Training

The purpose of this study was to identify the Argumentation-based Inquiry (ABI) process from the perspective of teachers implementing the approach and determine the impacts of the process on both teachers and students. The researchers conducted the study via qualitative research methods. To this end, three science teachers teaching in three different secondary schools in the province of Kastamonu took part in the study. First, the researchers provided an eight-week ABI training to the teachers. Following this training, they asked the teachers to implement the ABI practices on a science unit in the classroom. When the teachers completed these practices, the researchers conducted semi-structured interviews with the teachers. The interview questions were specified with the aim of determining the views of the teachers on the ABI process, as well as its impact on teachers and students. The interviews were recorded and then analyzed. A descriptive analysis was carried out on the data. According to the findings, the teachers stressed the importance of planning the teaching process and being prepared for the subject for the effectiveness of the ABI process. Furthermore, the teachers stated that the questions asked by both teachers and students played a key role in the ABI process. Last but not least, the teachers reported that their knowledge of the field had increased and their skills of asking questions had developed owing to the process, while the knowledge obtained by the students had become permanent and the inquiry and communication skills of the students had developed in the process.

Examining pre-service science teachers’ development and utilization of written and oral argument and representation resources in an argument-based inquiry environment

This study investigated the development and utilization of argument and representation resources in pre-service science teachers’ (PSTs’) written and oral arguments over two semesters in an argument-based inquiry environment of General Chemistry Laboratory I and II courses. The study employed a form of mixed methods research that is known as ‘data-transformation variant of convergent design’ which allows quantification of qualitative data. Data sources included PSTs’ 180 laboratory reports and 20 video recordings. A Friedman test and a Spearman-Brown correlation were conducted for statistical analysis. The results revealed that the quality of argument and representation were intertwined in both written and oral argumentation. While the PSTs’ quality of written argument and representation significantly increased from the first-time phase to the following time phases, in oral argumentation the quality remained stable after the second time phase. There was also a positive correlation amongst the PSTs’ quality of written and oral argument and representation. The PSTs’ representational competency increased over time and they connected more representations in written arguments. The results suggest that students should be provided with opportunities to engage in sustained talking, writing, and reading practices both publicly and privately in order to critique and construct arguments, develop representational competency, and integrate ideas.

Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ' Academic Success, Reflective Thinking and Creative Thinking Skills

The purpose of the study is to determine the effect of argumentation-based inquiry approach (ABI) and STEM-supported ABI approach on students’ academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.

Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls

Critical thinking skills are invaluable for the process of asking reasonable questions and making rational decisions. Science classrooms are an excellent place to develop critical thinking skills for all students. Unfortunately, Black girls are often left out from opportunities to be in good science classrooms and/or exposed to effective science instruction. This marginalization diminishes their access to critical thinking skill development. Because Black girls, for a variety of reasons are not participating in science education they are missing the opportunity to develop, exercise and enhance their critical thinking skills. One approach that has shown promising effectiveness in developing critical thinking skills is the Science Writing Heuristic (SWH). The SWH approach helps students develop skills in the process of asking questions, making claims, and providing evidence through argument-based inquiry. The current study examines the impact of the SWH on critical thinking skills growth of 5th grade Black girls in a midwestern state. Results suggest practical implications for using the SWH to develop critical thinking skills for Black girls over the course of a school year. Statistical significance was found within the treatment group in two to subtest of the critical thinking measure when comparing pre- and post-test results. Practical analysis via effect size statistics is also discussed.