Designing and Applying an Argument-Driven Inquiry Instructional Model in the Teaching of History of Science for Pre-Service Science Teachers

Argument-Driven Inquiry (ADI) instructional model combines inquiry activities with argumentation, avoiding that traditional inquiry activities are often a mere formality, and has the potential to improve learners' argumentation skills. In this study, ADI instructional model was applied to the instruction of history of science in a compulsory course General Introduction to Natural Science for pre-service science teachers. The ADI instructional activities were conducted with the form of flipped classroom. Its effectiveness on promoting students' understanding of scientific knowledge and written argument skills was proved in a single group pre-posttest design experiment. The results of paired sample T -test and one-way ANOVA analysis show that ADI was effective on improving the participants' written argument skills and understanding of scientific knowledge. It shows better effect on improving the participants' accuracy of a claim and quality of evidence.