Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers’ Metacognitive Awareness and Writing Skills

Abstract

Recent reform efforts in science education have brought scientific literacy to researchers’ attention. Researchers have been searching for new instructional models to engage students’ variety of scientific practices to fulfil the requirements of scientific literacy. Argument Driven Inquiry (ADI) is a novel instructional model that integrates the practices of argumentation and inquiry. The aim of the study was to investigate the effect of ADI to preservice science teachers ’metacognitive awareness and scientific writing skills. For this purpose single group pre-posttest design was conducted with 50 pre-service science teachers. It was found that ADI helped to improve pre-service science teachers’ meta-cognitive awareness and writing skills. There are some conclusions and implications of the study for researchers and teachers dealing with scientific literacy and laboratory applications in the current study.