The Development Interpret Data and Evidence Scientifically Competency in the Topic of Ecosystem for Grade 9 student by Using Argument-driven Inquiry Model at Lamaewittaya School Chumphon Province

Abstract

      The objectives of this research were 1) to enhance 9 grade students interpret data and evidence scientifically competency using the argument-driven inquiry model in the topic of ecosystems and 2) to identify effective practices in learning management utilizing the argument-driven inquiry model to develop the aforementioned competency. The participants were 37 of 9 grade students in the first semester of the academic year 2022. The research tools used were: a learning management plan using the argument-driven inquiry model, a test on interpret data and evidence scientifically competency, teacher's journal, students' worksheets, and students' learning experience recording forms.The data collected were analyzed using frequency analysis, inductive content analysis, and content analysis techniques.
      The research findings showed that: 1) all students had improved their interpret data and evidence scientifically competency after learning under the argument-driven inquiry model. The students made most progress in transforming data from one representation to another. 21.62% of the students displayed a good level of competency in this skill, while 72.97% exhibited a pass level proficiency. 2) The best practices of the argument-driven inquiry model were found to be: (1) providing students with opportunities to design tables to record activity results and convert data into various formats. This allows students to view the data multiple times and to select evidence to support their conclusions and connections; (2) enabling students to transform data into different formats and link the evidence, which helps them draw conclusions.