Argument-driven inquiry for STEM education in physics: Changes in students' scientific reasoning patterns

Abstract

The studies that integrate STEM education and argument-driven inquiry to increase scientific reasoning have not been found. This study aimed to explore students' scientific reasoning by applying Argument-Driven Inquiry (ADI) for STEM education in learning physics. This study used a mixed-method with an embedded experimental model. Quantitative data were collected through pretest and posttest, while qualitative data were gained by interview and observation. Quantitative data were analyzed statistically by the Wilcoxon test and N-gain. In contrast, the qualitative data were analyzed by doing thematic coding regarding the rubric to categorized students' scientific reasoning. Based on the Wilcoxon test, it was obtained that p-value0.05, thus all patterns of scientific reasoning increased significantly. N-gain value's magnitude indicated that the correlational, probabilistic, and proportional reasoning increase in the moderate category. Probabilistic reasoning increased from the inconclusive to transitional level and proportional reasoning increased from the inconclusive to the concrete level. Otherwise, correlational reasoning was constant at the formal level. Thus, Argument-driven inquiry for STEM education is an innovative learning model that can promote students' scientific reasoning.