Implementing Argument-Driven Inquiry for Enhancing Scientific Literacy in Sound Topic for 11th Grade Students
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Abstract
The purposes of this research were 1) to study the learning management of argument-driven inquiry (ADI) for enhancing scientific literacy of sound and 2) to study the development of scientific literacy after implementing argument-driven inquiry. This research was Classroom Action Research. The participants were 34 students in grade 11 from a school in Phetchabun province in the second semester of academic year 2021. The research instruments consisted of three ADI lesson plans, a reflective learning management form, a student investigation report, and a scientific literacy test. The data were analyzed by using both qualitative and quantitative data analysis, which included mean, percentage, standard deviation, and content analysis.
For the results of the study: 1. The effective implementation of argument-driven inquiry could enhance scientific literacy in sound was described as follows: Teachers used videos and everyday situations about sound for students identify problems, hypothesized, designed experiments, and collected data to support their arguments. The elements of the argument should be clearly explained. In an argument, students should present their arguments based on the evidence and express their opinions to the point. Teachers should use stimulating questions to engage students and instruct students to review and improve the report. 2. The students demonstrated the highest level of competence in interpreting data and evidence scientifically was at 71.18 percent, followed by competence in the evaluating and designing scientific enquiry was at 70.88 percent, and the competence in explaining phenomena scientifically was at 67.95 percent, respectively.
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