Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry

Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying‐Yan; Hong, Zuway‐R

doi:10.1007/s10763-018-9896-9

Cited by 22 publications

(18 citation statements)

References 39 publications

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“…Along the discussion, student can make the decision and formulate solutions to problems that occur in society, either in an ordinary and creatives ways. As it were stated by science education experts, that the argumentation, formulating, and decision making are indicators of scientific literacy, so it is very relevant that SSI can enhance students' scientific literacy [2,8,[16][17][18][19][20].…”

Section: Resultsmentioning

confidence: 99%

Improving Students’ Scientific Literacy Through Science Learning with Socio Scientific Issues (SSI)

Permanasari¹,

Sariningrum²,

Rubini³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This study aims to investigate the effect of Socio Scientific Issues (SSI) approach in the science learning to enhance students' scientific literacy. 90 students of 8th graders, who were divided into three classes, were involved. They learned by using the same SSI approach but with the different themes, including global warming, food additives, and living thingenvironment interaction. After the learning process, students performed the literacy test related to the topics. The results showed that the SSI approach in science learning made students feel the need to learn science, and makes learning more meaningful. In addition, the students' scientific literacy increased in the high category after the implementation. All three aspects of competency, including explaining scientific phenomena, interpreting data and scientific evidence, and evaluating data and facts scientifically, showed a high increase. The similar increase was also shown in knowledge aspects. On the other hand, the enhancement of attitude toward science aspect showed lower category in average.

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Section: Resultsmentioning

confidence: 99%

Improving Students’ Scientific Literacy Through Science Learning with Socio Scientific Issues (SSI)

Permanasari¹,

Sariningrum²,

Rubini³

et al. 2021

Advances in Social Science, Education and Humanities Research

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“…Interaction between the environment and students can cause students to develop their intellectual functions because knowledge built on the student's mind. Agree with Piaget, 1988;Yerdelen, Sungur, 2019;Chen, et al, 2019, that experience that is the result of changes in learning is formed by individuals so that individuals are in continuous interaction with their environment. While the climate is also changing, the existence of an interaction between the environment and students can cause students to develop intellectual functions, because knowledge built on the student's mind.…”

Section: Resultsmentioning

confidence: 99%

Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept

Hermita

Alpusari

Mulyani

et al. 2020

Journal of Educational Sciences.

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This study aims to enhance science process skills (SPS) through contextual teaching and learning (CTL). This research method used the Quasi-Experiment Noneequivalent Pretest-Posttest Design Group. This research was conducted at SDN 002 Ujung Batu with a sample of 54 students. The results obtained that the science process skills of students who learn with the CTL model are better and have more significant improvement than those who learn with conventional models. The experiment group obtained a posttest score with an average of 90.71, while the control group obtained an average of 51.42. N-gain of students' SPS in the experiment group is 0.56 (medium category) higher than the control group that is 0.24 (low category). These indicate that the CTL model can enhance the SPS of fifth-grade elementary school students in the saving-water and natural events concept.

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“…Sampson et al 's ADI approach enables the transformation from a traditional laboratory activity to a short-term integrated instructional unit. Furthermore, a Modification of Argument-driven Inquiry (MADI) teaching approach (Chen et al, 2016) and Supportive Argument-driven Inquiry (SADI) intervention (Chen et al, 2019) have been found to show positive effects on students' engagement and argumentation.…”

Section: Teaching For Student's Science Learningmentioning

confidence: 99%

“…Additionally, they are a good way for students to raise learning interest and enjoyment through involvement in science activities (Bamberger & Tal, 2007). When learning in inquiry-oriented science learning environments, learners have increased opportunity to interact actively with teachers and/or peers, therefore it is beneficial to foster positive effects on affective factors and cognitive thinking in learning science (Chen et al, 2019). However, there is a lack of empirical research in this area, particularly for beginning learners and intermediate-age students.…”

Section: Teaching For Student's Science Learningmentioning

confidence: 99%

“…The National Research Council (NRC, 1996) and American Association for the Advancement of Science (AAAS, 1993) both have emphasized the importance of scientific inquiry as the ideal approach for students to enhance their science content and practice understanding in authentic context. Inquiry-oriented teaching and learning is widely agreed-upon as an effective approach for improving students' learning outcomes Chen et al, 2019;Chi et al, 2018;Lederman et al, 2013;Yang et al, 2016). To ensure that students in all grade levels and within all science related domains think and act in ways associated with scientific inquiry, promoting scientific inquiry competency is recommended by the NRC (1996).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Critique-Driven Inquiry Intervention on Students’ Critical Thinking and Scientific Inquiry Competency

Lin

Smith

et al. 2020

JBSE

Self Cite

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The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency. Keywords: critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan

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Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry

Cited by 22 publications

References 39 publications

Improving Students’ Scientific Literacy Through Science Learning with Socio Scientific Issues (SSI)

Improving Students’ Scientific Literacy Through Science Learning with Socio Scientific Issues (SSI)

Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept

The Effects of Critique-Driven Inquiry Intervention on Students’ Critical Thinking and Scientific Inquiry Competency

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