A socio-cognitive conflict-integrated challenge-based learning model to improve scientific argumentation skills and scientific literacy

This study aims to develop a prototype of the socio-cognitive conflict-integrated challenge-based learning model (SCC-ICBLM) to improve high school students’ scientific argumentation skills and scientific literacy. The research design used an early-stage research and development approach (analysis, design, and development). Data were collected through curriculum document analysis, student and teacher questionnaires, and expert validation. The student questionnaire measured perceptions of learning, barriers and needs, conceptual understanding, scientific argumentation skills, scientific literacy, learning styles, and collaborative participation, while the teacher questionnaire covered learning contexts and learning tasks. The analysis showed that although students’ perceptions of chemistry learning were high, their scientific argumentation skills and scientific literacy remained at a moderate level. In contrast, collaborative participation and readiness for learning contexts were high. Expert validation indicated that the SCC-ICBLM prototype was theoretically and pedagogically valid. This study contributes to pedagogical research by conceptualizing socio-cognitive conflict as a core, intentional mechanism in challenge-based learning, rather than as a peripheral discussion strategy. These findings provide an empirical basis for further research to test the model’s effectiveness in real classroom contexts.