Experimental evidence of enhancing scientific reasoning through guided inquiry model approach

Abstract

As far as the fast-growing world of science education is concerned, the goal of teaching is not merely how to make students understand the key concepts in science, but it is also to prepare students to accomplish the prerequisite of higher order thinking skills, i.e. scientific reasoning. It covers problem-skill and reasoning abilities, from gathering to revising hypothesis, as the manifestation of knowledge change and knowledge achievement processes obtained by inquiry activities. Therefore, studies on exploring students’ scientific reasoning have magnetized experts in science education. Herein, guided inquiry model was conveyed to investigate the scientific reasoning of students in junior high school on the topic of pressure. The model was implemented for three consecutive meetings. The analysis was based on the students’ answers on 10 two-tier multiple choice questions and the questions comprised of 7 scientific reasoning indicators. After implementing the guided inquiry model and conducting the pretests and posttests in the classroom with 32 students, some important findings are found as follows: (1) increased scores of students’ tests are observed for each scientific reasoning indicator and each question and (2) every syntax of the guided inquiry provides an uplift to students’ scientific reasoning ability. The detailed evaluation of each two-tier question and indicator is described in this present paper.