Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students' Science Content Achievement, Metacognition, and Epistemological Beliefs

Autor/inn/en	Tucel Deprem, Sabahat Tugçe; Çakiroglu, Jale; Öztekin, Ceren; Kingir, Sevgi
Titel	Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students' Science Content Achievement, Metacognition, and Epistemological Beliefs
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 4, S.1057-1079 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kingir, Sevgi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10299-x
Schlagwörter	Middle School Students; Grade 8; Persuasive Discourse; Inquiry; Science Achievement; Metacognition; Beliefs; Learning; Instructional Effectiveness; Conventional Instruction; Lecture Method; Comparative Analysis; Learning Activities + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Persuasion; Persuasive Kommunikation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Belief; Glaube; Lernen; Unterrichtserfolg; Lernaktivität
Abstract	The quasi-experimental, two-group (treatment and comparison), pretest--posttest study of metacognition, epistemological beliefs, and science content achievement explored the effectiveness of argument-based inquiry (ABI) instruction as opposed to traditional teacher-directed lectures and structured activities. Participants included 60 eight-grade students attending two intact classes of a middle school located in an urban area. One class was treated as the treatment group and the other as the comparison group. The students in the treatment group were taught for 13 weeks with the ABI approach while those in the comparison group were taught using traditional instruction. Data were gathered by administering the Epistemological Belief Questionnaire, Metacognitive Awareness Inventory, and Science Content Achievement Test as pretest and posttest and were analyzed using t-test and MANOVA. The findings revealed that the treatment group significantly outperformed the comparison group in terms of science content achievement, metacognition, and epistemological beliefs. Treatment group students' scores in science content achievement, epistemological beliefs (i.e., justification and development), and most of the dimensions of metacognition (i.e., declarative knowledge, planning, information management, debugging, monitoring, and evaluation) significantly improved as ABI was applied. However, the ABI approach was not found to improve students' epistemological beliefs concerning the source and tentative nature of scientific knowledge, or their metacognition with respect to procedural knowledge and conditional knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01