Enhancing the Ability to Construct Scientific Explanations among 7th-Grade Students Using a Diagram-Based Scientific Explanation Learning Model with Scaffolding Techniques

Abstract

Previous instructional approaches have effectively developed the claim and evidence components of students’ ability to construct scientific explanations. However, the reasoning component remains unclear. This convergent parallel mixed-methods research aimed 1) to study seventh-grade students’ level of ability to construct scientific explanations during learning using the diagram-based scientific explanation learning model with scaffolding techniques, and 2) to study seventh-grade students’ level of ability to construct scientific explanations after learning. The target group consisted of 32 seventh-grade students from a school under the Office of Secondary Education Service Area in Kanchanaburi Province, selected through purposive sampling. Research instruments for collecting data composed of 1) group and individual activity worksheets, 2) a scientific explanation ability test, and 3) reflective thinking and learning interview protocols. Quantitative data were analyzed using mean, standard deviation, frequency, and percentage, while qualitative data were analyzed using content analysis. The findings revealed that 1) students demonstrated an improvement in their ability during learning, both overall and across components. One group of students was able to withdraw from the scaffolding technique by the fourth lesson, and by the end of the seventh lesson, three groups were able to withdraw from the scaffolding technique. 2) Students’ ability after learning was at a moderate level overall. The claim component had the highest mean score at a moderate level, followed by evidence and reasoning, which were at levels needing improvement. Students displayed different approaches to constructing scientific explanations depending on their ability levels. Although scaffolding techniques helped improve students’ reasoning, but insufficient to fully support the integration of evidence with claims. Therefore, more targeted scaffolding strategies tailored to individual differences are needed, particularly in supporting the use of evidence and reasoning.