Metacognitive argument-driven ınquiry in teaching antimicrobial resistance: Effects on students’ conceptual understanding and argumentation skills

Abstract

Developing and communicating evidence-based explanations are regarded asessential skills in 21st-centurylearning. These skills are central to the process of scientific argumentation. Hence, teachers must adhere toa student-centered pedagogy that cultivates students’ understanding and argumentation skills. Thisstudy investigated the effects of the Metacognitive Argument-Driven Inquiry (MADI) approach in promoting students’ conceptual understanding of AntimicrobialResistance and scientific argumentation skills. The study employeda mixed-method approach, which involved both quantitative and qualitative data. The participants were third-year Biological Science Education students (n=23) in a public university in Central Luzon, the Philippines. Quantitative data were obtained from the validated 30-item conceptual understanding test and six-point teacher-made written argumentation skills test, administered before and after students’ four-week exposure to the MADI approach. Qualitative data from video-recorded sessions and focus group discussions were used to substantiate the quantitative findings. Descriptive and inferential statistics were utilized to determine if there were significant improvements at the end of the study.Results showed that students’ conceptual understanding and argumentation skills significantly improved after exposure to the MADI approach with large effect sizes. Students’ development of argumentation skills was evident during the implementation of the study, as seen in their increasing mean scores in each activity. Moreover, students signified the efficacy of the MADI approach in facilitating substantial improvements in their conceptual understanding and argumentation skills. Thus, it is suggested for Biology teachers to integrate the MADI approach in delivering their lessons and designing inquiry-based activities to support students’ development of understanding and argumentation skills.

Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

“…The results of their study showed that the flipped inquiry-based approach did not make students perform better than the non-flipped inquiry-based learning environment in terms of the development of process skills and understanding. Although a flipped learning environment caters students' flexible learning, in-class sessions can provide better social interactivity and learning activities for students (Abate, 2004;Antonio & Prudente, 2021). However, the results for the effectiveness of blended instructional approach on students' attitudes and process skills are inconclusive considering the limited number of studies on these variables included in the meta-analysis.…”

Analysis of the Questioning Ability of Biology Education Students Based on Cognitive Level in Plant Morphology Course

“…These skills are at the core of the scientific argumentation process. Therefore, lecturers must adopt a student-centered pedagogy that fosters understanding and argumentation skills [25]. Knowledge is not information but a series of activities i.e.…”

Quality of Student Scientific Argumentation Through the Application of Problem-Based Learning With Flipped Classroom Approach

“…The final data on students' argumentation skills showed a significant increase, where almost all of the students' arguments were in the level 3 category, meaning that students were able to make claims accompanied by complete supporting grounds (data, justification and support). The increasing knowledge of students after learning concepts can lead to an increase in the number of students who can include data and make justifications in arguing (Antonio, RP., & Prudente, M.S., 2021). According to Putri (2018), learning with the PBL model can increase students' knowledge to improve student's ability to argue.…”