The Implementation Argument Driven Inquiry Approach to Enhance Collaborative Problem-Solving Competency on the Topic of the World and Natural Disasters for Prathomsuksa 6 Students

Abstract

          This action research aimed to study the learning management of the argument-driven inquiry model (ADI) to enhance collaborative problem-solving competency in the world and natural disasters topic and to study the result of collaborative problem-solving ability after implementing the argument-driven inquiry model. The participants were selected through purposive sampling. The participants were Prathomsuksa 6 Students in a school in Ban Tak District, Tak Province in the second semester of the academic year 2022. Research tools were learning management plans with an appropriate value of 4.59, a model reflecting the outcomes of learning management, the collaborative problem-solving performance observation form, and the cooperative problem-solving, which had an index of consistency (IOC) 0.80 to 1.00. Data were analyzed by using content analysis, mean, and percentage. The dependability of the qualitative data was verified by triangulation. The results showed that an inquiry-based learning management method was fueled by argumentative strategies and consisted of 7 steps: 1) Identification of the task 2) The generation of data 3) Production of a tentative argument 4) Argument session 5) Creation of a written investigation report 6) Double-blind peer review, and 7) Revision of the report. It was discovered that during learning management, the learners progressively improved their cooperative problem-solving abilities corresponding to the test results in which the majority of learners demonstrated a high level of cooperative problem-solving competency. Therefore, teaching should be continued to support students in solving problems collaboratively.