Argument-Driven Inquiry: Tracking Progress Through General Chemistry

Abstract

This study examines student argumentation within a two-semester general chemistry laboratory sequence at a state university in the Southeast, which employed the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction. Video recording of group argumentation from nine investigations, were transcribed and coded using the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. From the data, a significant positive increase was seen in the total ASAC scores for each of the experiments. An overall increase was seen within each of the three sub-categories of the ASAC observation protocol over the two-semester sequence, with the cognitive sub-score showing a significant increase overtime. In conclusion, the data found that repeated exposure to ADI laboratories improves an essential scientific practice.