THE DEVELOPMENT OF SCIENTIFIC EXPLANATION ABILITY USING MODEL-BASED INQUIRY

Abstract

          This research aimed to investigate the scientific explanation ability of students who received learning by model-based inquiry. This study included 38 students in grade 11 from Chonburi province derived from clusters random sampling. This study was conducted via a mixed methods approach utilizing an explanatory sequential design as proposed by Creswell & Creswell (2018). The research instruments consisted of 1) a model-based inquiry learning plan, with appropriateness scores ranging from 4.33 to 4.55; 2) a scientific explanation ability test, with an Index of item-objective congruence (IOC) ranging from 0.70 to 1.00 and appropriateness scores ranging from 4.47 to 4.80; 3) an assessment form for evaluating students’ scientific explanation activities, with appropriateness scores ranging from 4.30 to 4.60; and 4) student journals. For data analysis, quantitative data were analyzed using statistical methods, including percentages and the paired sample t-test. Meanwhile, qualitative data were examined through content analysis. The findings revealed that students' overall ability to construct scientific explanations significantly improved after engaging in the learning process. The post-test mean scores were significantly higher than the pre-test mean scores at the .05 level both overall and every component. The model-based inquiry approach enhance students' ability to construct scientific explanations through activities that promote their understanding of the explanation construction process in the given context, as well as their understanding of the characteristics of scientific explanations in various components. This enables students to improve their scientific explanations both holistically and within each specific component.