Learning Mechanisms for Developing Scientific Explanation Skills among Students in the Non-Science and Mathematics Program

Abstract

This study aimed to develop the scientific explanation skills of Grade 12 students in a non-science–mathematics track through the integration of the 5E inquiry-based learning model and the Claim–Evidence–Reasoning (CER) framework within a classroom action research approach. The study focused on both the developmental outcomes and the learning mechanisms that emerged in an authentic classroom context. The participants consisted of 32 students from an opportunity expansion school in Bangkok. The research instruments included lesson plans, a scientific explanation skills assessment rubric, and behavioral observation records. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through inductive content analysis. Data triangulation was employed to ensure the trustworthiness of the findings.The results revealed that students' scientific explanation skills improved progressively across action cycles, with the mean scores increasing from 2.31 to 2.69. Notably, the reasoning component, which was initially a major limitation, showed considerable improvement.Furthermore, three key mechanisms contributing to this development were identified: (1) teacher scaffolding through questioning and structured learning activities; (2) micro-level peer interactions that facilitated the exchange and refinement of explanations; and (3) students' self-regulation in maintaining attention and organizing their ideas. A major finding of this study is that, although teacher scaffolding plays an important role in supporting learning, the development of scientific reasoning can emerge through informal peer interactions without the need for formally designed or explicitly structured scientific argumentation activities. This finding offers an additional perspective on the mechanisms underlying the development of scientific reasoning in authentic science classrooms. The study therefore provides pedagogical implications for designing learning environments that simultaneously emphasize interaction, scaffolding, and self-regulation.