The pervasive issue of low proficiency in science education among Filipino learners can be addressed by implementing the Argument-Driven Inquiry (ADI) model. This study aims to enhance the scientific argumentation skills of Grade 10 students using ADI. It investigates learners cognition, misconceptions in third-quarter science lessons, and their experiential exposure through concrete experience, reflective observation, abstract conceptualization, and active experimentation. The research evaluates the effectiveness of ADI lesson exemplars concerning clear learning objectives, building on prior knowledge, engaging opening activities, effective instructional strategies, and closure. Furthermore, it assesses the pre- and post-performance of students scientific argumentation skills, focusing on claims, evidence, and reasoning, and examines significant differences in performance after implementing ADI lessons. Employing a descriptive-developmental research design, 63 Grade 10 students from Nabangka National High School were purposively selected. Various instruments, including a multiple-choice exam, two-tier True or False test, and survey questionnaires, were validated and administered to gather data. The study spanned February and March 2024, involving pre-assessment, ADI lesson execution, and post-assessment. Results indicate varied cognitive abilities, highlighting the need for targeted educational interventions. High misconceptions necessitate corrective instructional strategies, and low experiential exposure suggests a need for higher-order thinking activities. ADI lesson exemplars effectively engaged students and improved their scientific argumentation skills, with significant gains in claims, evidence, and reasoning. Positive feedback from students underscored improvements in investigative skills and collaborative learning experiences, validating the efficacy of ADI in fostering critical scientific skills and deeper learning retention.  

Scientific Argumentation Skills

Argument-driven Inquiry