Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation

ABSTRACT

This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students’ engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n = 36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students’ total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students’ anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed.

KEYWORDS:

• Argumentation
• elementary students
• engagement in learning science
• modified argument-driven inquiry
• Taiwan

Acknowledgements

Special thanks go to the editors thoughtful suggestions, anonymous reviewers constructive comments. We are grateful to Professor Larry D. Yore and Mrs. Shari Yore for their constructive suggestion and technical revisions of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Hsiang-Ting Chen is a Ph.D. candidate in the Institute of Education at the National Sun Yat-sen University, Taiwan. Her research interest focuses on inquiry and argumentation in learning science.

Hsin-Hui Wang is a Ph.D. candidate in the Institute of Education at the National Sun Yat-sen University, Taiwan. Her research interests focuses on socio-scientific issues and inquiry teaching and learning.

Ying-Yan Lu is a Ph.D. student in the Institute of Education at the National Sun Yat-sen University, Taiwan. Her research interests focuses on inquiry and moral education.

Huann-shyang Lin is a chair professor at the National Sun Yat-sen University, Taiwan. His current research explores the interplay between affective factors and students’ learning outcomes.

Zuway-R Hong is a professor at the Institute of Education, National Sun Yat-sen University, Taiwan. Her research interests focuses on affective learning and inquiry teaching in learning science.

Additional information

Funding

The authors are thankful for the support from the Ministry of Science and Technology, Taiwan with the grant number of MOST 104-2511-S- 110-011-MY3.