Using a Modified Argument-Driven Inquiry to Promote Elementary School Students' Engagement in Learning Science and Argumentation

Autor/inn/en	Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R
Titel	Using a Modified Argument-Driven Inquiry to Promote Elementary School Students' Engagement in Learning Science and Argumentation
Quelle	In: International Journal of Science Education, 38 (2016) 2, S.170-191 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1134849
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Persuasive Discourse; Science Process Skills; Science Education; Elementary School Science; Inquiry; Learner Engagement; Experimental Groups; Control Groups; Comparative Analysis; Pretests Posttests; Questionnaires; Likert Scales; Semi Structured Interviews; Anxiety; Scores; Science Achievement; Observation; Statistical Analysis; Correlation; Learning Motivation; Effect Size; Quasiexperimental Design; Qualitative Research; Taiwan + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Fragebogen; Likert-Skala; Angst; Beobachtung; Statistische Analyse; Korrelation; Motivation for studies; Lernmotivation; Qualitative Forschung
Abstract	This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n?=?36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students' total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students' anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01