Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses

Abstract

The vision of science teaching is to train individuals who can produce and evaluate scientific knowledge by following the scientific processes like the scientists in order to understand and be able to produce solutions to the problems they encounter in real life. Ensuring this is only possible by using effective teaching methods. One of these methods is the argument-driven inquiry method. In parallel, the purpose of the study is to identify secondary students' views about the use of the argument-driven inquiry in the science courses. In the research, the case study has been adopted. Participants of the study consists of twelve seventh-grade students in a secondary school located in the Aegean region in the 2016-2017 academic year. The research 1 This article was produced from first author's doctoral thesis entitled "Investigating the effects of argumentdriven inquiry method in science course on students' epistemological beliefs, metacognitive skills and levels of conceptual understanding" and within the scope of a Project number 2017.KB. EGT.001 (2016149) accepted by Dokuz Eylul University Scientific Research Projects Commission. 2 This study was presented as an oral presentation at the 27th International Conference on Educational Sciences (ICES_UEBK 2018). 3 Research permission no. 29425508-605.01-E7688270 was obtained by National Education Directorate of Usak Province.

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