Implementing model-based inquiry to foster students’ generated arguments in chemistry

Supporting high school students in understanding how scientists develop scientific ideas through constructing and justifying evidence-based arguments has been recognized in science education research. It is effective in which students learn to directly involve authentic learning in constructing arguments. The purpose of this study was to assess whether a series of inquiry-based laboratory approaches, focusing on model-based inquiry, influenced the scientific arguments generated by students. A total of 31 grade 11 students (aged 16-17 years) from an urban public secondary school in Thailand participated in this study. They were selected using purposive sampling, as they were enrolled in the specific science course being studied. The research primarily employed a quantitative methodology. The scientific argument test was administered both before and after the implementation of model-based inquiry. Additionally, individual written argument worksheets from each laboratory work activity were collected to evaluate the extent to which students improved their arguments. The results from the testing indicate that the students’ posttest scores were statistically significantly higher than their pretest scores. Also, students’ written scientific argument worksheets showed improvement across five model-based inquiry laboratories. These findings demonstrate that students’ argument skills were enhanced through participation in model-based inquiry. The present study provides empirical evidence for science teachers to consider altering chemistry learning environments to better support student engagement in the construction of arguments. This study shows that model-based inquiry is an effective strategy for developing argument skills in chemistry, providing guidance for teachers to better support student argumentation.