The Development of Scientific Explanation and Scientific Reasoning by Using Argument-Driven Inquiry in the Topic of Human Homeostasis for Grade 10 Students at Chomsurang Upatham School in Phra Nakhon Si Ayutthaya Province

Abstract

The objectives of this action research were: 1) to develop scientific explanation and scientific reasoning of grade 10 students using argument-driven Inquiry on the topic of human homeostasis and 2) to study the best practices in implementing an argument-driven inquiry for develop scientific explanation and scientific reasoning. The participants were 78 of grade 10 students from two classes in the first semester of the 2024 academic year, selected using purposive sampling. The research instruments used were: an argument-driven inquiry on the topic of human homeostasis lesson plan, a test on scientific explanation and scientific reasoning, student worksheet, and students and teacher’s reflective journals. Data were analyzed using frequency, percentage, and content analysis.
 
The research finding showed that: 1) after implementing the argument-driven inquiry: (1) students showed improvement in scientific explanations, with 48.71% at a high level and 39.74% at a medium level, (2) students also showed improvement in scientific reasoning with 50.00% at a high level and 38.46% at a medium level. 2) the best practices of argument-driven inquiry derived from this research were the following: (2.1) Using scenario-based questions to guide and encourage students in each group to collaboratively construct key questions, leading to the creation of provisional arguments. This questioning technique helped students develop higher quality of scientific explanations and arguments, (2.2) During the stage of constructing provisional arguments, students first individually presented their reasons, leading to a diversity of arguments. This stage promoted classroom argumentation activities, allowing students to exchange and evaluate each other’s reasoning and (2.3) Joint discussions between teachers and students to better understand each type of reasoning. This understanding had a positive impact on students’ ability to write and present arguments that were consistent with the situation or to construct high-quality scientific explanations.