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International Journal of Science Education Volume 38, 2016 - Issue 2
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Articles

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

Hsiang-Ting ChenInstitute of Education, National Sun Yat-sen University, Kaohsiung, Republic of ChinaView further author information
,
Hsin-Hui WangInstitute of Education, National Sun Yat-sen University, Kaohsiung, Republic of ChinaView further author information
,
Ying-Yan LuInstitute of Education, National Sun Yat-sen University, Kaohsiung, Republic of ChinaView further author information
,
Huann-shyang LinInstitute of Education, National Sun Yat-sen University, Kaohsiung, Republic of ChinaView further author information
&
Zuway-R HongInstitute of Education, National Sun Yat-sen University, Kaohsiung, Republic of ChinaCorrespondence[email protected]
View further author information
Pages 170-191 | Received 28 Nov 2014, Accepted 16 Dec 2015, Published online: 07 Feb 2016

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Tingting Li, Peng He & Lina Peng. (2023) Measuring high school student engagement in science learning: an adaptation and validation study. International Journal of Science Education 0:0, pages 1-24.
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Gülüzar Eymur, Funda Yeşildağ Hasançebi & Pınar Seda Çetin. (2022) The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution. Journal of Biological Education 0:0, pages 1-18.
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Hsin-Hui Wang, Huann-shyang Lin, Ya-Chun Chen, Yi-Ting Pan & Zuway-R. Hong. (2021) Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education 43:1, pages 157-178.
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Articles from other publishers (23)

Ümit DURUK, Emine ÇAVUŞ & Abuzer AKGÜN. (2023) The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific BeliefsThe Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. Journal of Computer and Education Research 11:22, pages 643-670.
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Michael Skoumios. (2022) Developing Primary School Students’ Abilities to Evaluate the Evidence of Written Scientific Arguments. Science & Education 32:4, pages 1139-1164.
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Agustina Dua Kuki, Rudiana Agustini & Utiya Azizah. (2023) Analysis of Effectiveness Argument-Driven Inquiry to Improve Students’ Argumentation Skill and Conceptual Understanding. IJORER : International Journal of Recent Educational Research 4:3, pages 329-342.
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Kit Iong Tam, Kelsey Philpott-Robinson, Tennille Johnson & Alison E. Lane. (2023) Measurement of School Engagement in Elementary School Students: A Scoping Review. The American Journal of Occupational Therapy 77:3.
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Yu-Ren Lin. (2023) An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation.. Computers & Education 195, pages 104710.
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Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li & Lei Gao. (2022) More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups. Metacognition and Learning 18:1, pages 261-293.
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Tomy Suganda, Parno & Sunaryono. 2023. Proceedings of the 4th International Conference on Progressive Education 2022 (ICOPE 2022). Proceedings of the 4th International Conference on Progressive Education 2022 (ICOPE 2022) 726 742 .
Κωνσταντίνος Αλεξόπουλος, Μαριάνθη Παρασκευοπούλου & Μιχαήλ Σκουμιός. (2022) Αναπτύσσοντας τις Ικανότητες των Μαθητών του Δημοτικού Σχολείου να Κρίνουν τα Αποδεικτικά Στοιχεία Επιχειρημάτων για τους Ηλεκτρομαγνήτες. Έρευνα για την Εκπαίδευση στις Φυσικές Επιστήμες και την Τεχνολογία 2:2.
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Lei Gao, Xiaoran Li, Yanyan Li & Wanqing Hu. (2022) Capturing Temporal and Sequential Patterns of Socio-Emotional Interaction in High- and Low-Performing Collaborative Argumentation Groups. The Asia-Pacific Education Researcher.
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Amelia Wenk Gotwals, Tanya S. Wright, Lisa Domke & Blythe Anderson. (2022) Science Talk in Elementary Classrooms. The Elementary School Journal 122:4, pages 642-673.
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Kaili Lu, Yinghui Shi, Jie Li, Harrison Hao Yang & Min Xu. (2022) An Investigation of College Students’ Learning Engagement and Classroom Preferences Under the Smart Classroom Environment. SN Computer Science 3:3.
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Anastasios Smprinis & Michael Skoumios. (2021) Developing the Structure of Junior High School Students’ Arguments about Ohm's Law. Interdisciplinary Journal of Environmental and Science Education 17:4 - In Progress, pages e2256.
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Sevinç KAÇAR & Ali BALIM. (2021) Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses. Turkish Online Journal of Qualitative Inquiry.
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Ying-Yan Lu, Huann-shyang Lin, Thomas J. Smith, Zuway-R Hong & Wen-Yi Hsu. (2020) THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY. Journal of Baltic Science Education 19:6, pages 954-971.
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Siti Fadilah. MS, Budi Jatmiko & Tjipto Prastowo. (2020) Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning. Studies in Learning and Teaching 1:2, pages 66-75.
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Amy Wilson‐Lopez, Ashley R. Strong, Christina M. Hartman, Jared Garlick, Karen H. Washburn, Angela Minichiello, Sandra Weingart & Jorge Acosta‐Feliz. (2020) A systematic review of argumentation related to the engineering‐designed world. Journal of Engineering Education 109:2, pages 281-306.
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D S H E Ambarawati, Muslim & Hernani. (2020) Profile of students’ argumentations ability on the topic of environmental pollution. Journal of Physics: Conference Series 1521, pages 042109.
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E R Salsabila, A F C Wijaya, N Winarno & S Hanif. (2019) Using argument-driven inquiry to promote students’ concept mastery in learning global warming. Journal of Physics: Conference Series 1280:3, pages 032052.
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Muhammad Haris Effendi-Hsb, Harizon, Ngatijo, Fuldiaratman & Urip Sulistyo. (2019) Promoting indonesian secondary school students’ argumentation skills in the concept of chemistry reaction-rate: a comparative effect of three cooperative learning strategies. Journal of Physics: Conference Series 1317:1, pages 012143.
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Hsiang-Ting Chen, Hsin-Hui Wang, Ying-Yan Lu & Zuway-R Hong. (2018) Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry. International Journal of Science and Mathematics Education 17:4, pages 635-655.
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Sie Wai Chew & Nian-Shing Chen. 2019. Learning in a Digital World. Learning in a Digital World 239 265 .
James J. DillonJames J. Dillon. 2019. Inside Today’s Elementary Schools. Inside Today’s Elementary Schools 27 43 .
Okhee Lee. (2017) Common Core State Standards for ELA/Literacy and Next Generation Science Standards. Educational Researcher 46:2, pages 90-102.
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