Is Argumentative Driven Inquiry (Adi) the Future of Science Classroom?
Is Argumentative Driven Inquiry (Adi) the Future of Science Classroom?
Author(s): James Hollenbeck, Michell EvansSubject(s): Social Sciences, Education, Preschool education, School education, Vocational Education, Higher Education , State/Government and Education, Inclusive Education / Inclusion, Sociology of Education
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: science activities; communication skills; inquiry; persuasive discourse; activity units; content area writing; content area reading; science experiments; science process skills; science course improve
Summary/Abstract: Argumentative Driven Inquiry (ADI) is a type of problem-based learning (PBL) that allows students to explore the scientific world around them. The ADI format allows students to take ownership of their scientific exploration by allowing the students to create their labs. It is believed that by allowing the students to create their method of exploration they will learn the whole process of the scientific method not just replicating a cookie-cutter lab. This research will look deeper into the ADI method and test its effectiveness on high school Biology students in three senior high schools in southern Indiana. Is ADI the future of science classrooms or is the current method of “cookie-cutter” labs better for students?
Journal: Химия. Природните науки в образованието
- Issue Year: 29/2020
- Issue No: 3
- Page Range: 299-307
- Page Count: 9
- Language: English
- Content File-PDF