The Effects of Argument-driven Inquiry in the Topic of Current Electricity on Creating Scientific Explanation and Scientific Argumentation Skills of Grade 11 Students at Small Sized Secondary Schools in Surat Thani Province.

Abstract

The objectives of this research were (1) to compare the scientific explanation adilities of Grade 11 Students per-learning and post-learning through Argument-Driven Inquiry; (2) to compare the post-learning scientific explanation abilities according to the criteria. ; (3) to compare the scientific argumentation skills the students per-learning and post-learning; and (4) to compares the post-learning scientific argumentation skills according to the criteria.

                The sample group consisted of 12 Grade 11 students studying in the second semester of the 2023 academic year, selected through cluster random sampling. The research instruments included (1) learning management plans for Argument-Driven Inquiry; (2) a scale to assess scientific explanation ability; and (3) a scale to assess scientific argumentation skills. The collected data was analyzed using the mean, standard deviation, Wilcoxon Signed Ranks test and content analysis.

                The research results showed that (1) the post-learning scientific explanation ability of the students was significantly higher than their pre-learning ability at the .05 level of statistical significance; (2) the post-learning scientific explanation ability was at the good level; (3) the post-learning scientific argumentation skills was significantly higher than their pre-learning skills at the .05 level of statistical significance; and ; (4) the post-learning scientific argumentation skills were at the very good level.