Investigating the role of an inquiry-based science lab on students’ scientific literacy

Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy...

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Bibliographic Details
Published in:Instructional science 2024-10, Vol.52 (5), p.743-760
Main Authors: Eymur, Gülüzar, Çetin, Pınar Seda
Format: Article
Language:English
Subjects:
Education
Educational Psychology
Epistemology
Grade 8
Inquiry method
Interviews
Learner Engagement
Learning and Instruction
Middle school students
Original Research
Pedagogic Psychology
Personal epistemology
Public Schools
Quasi-experimental methods
Science education
Science Instruction
Scientific Literacy
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Summary:Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-024-09672-w