Implementing an Argument-Driven Inquiry Model for Enhancing Critical Thinking and Problem-Solving Abilities for Grade 11 Students

Abstract

Background and Objectives: Critical thinking and problem-solving abilities are important for learning in the 21^st century. Regarding problems in the classroom, it was found that students lack analytical thinking and are unable to apply knowledge to solve problems in everyday life. This results in a lack of critical thinking and problem-solving abilities. The objectives of this research were to 1) study the learning management of the argument-driven inquiry model (ADI) for enhancing critical thinking and problem-solving abilities in polymer topics, and 2) to study the results on critical thinking and problem-solving ability after implementing the argument-driven inquiry model.

Methodology: The participants in the action research study were 21 eleventh-grade students in a small representative secondary school in Phitsanulok province. The research instruments consisted of three lesson plans using the argument-driven inquiry model in polymer topics, the reflective learning management form, a worksheet, and the assessment forms for critical thinking and problem-solving abilities. Data were analyzed using content analysis, mean, and percentage.

Main Results: The findings indicated that the effective ways to implement argument-driven inquiry were: 1) choose problem situations in the context of daily life, 2) avoid providing a definite answer to lead the trial or investigation, 3) the point of arguments must be explicit and bipartisan to achieve competent role-play, 4) the interim elements of a tentative argument should be clarified, and 5) the time should be increased for writing reports and generating agreement via double-blind peer review and revision. The critical thinking and problem-solving abilities of students’ level had progressed after learning through the argument-driven inquiry model as a whole from 57.13% to 88.08% (low to high). There is a high level of competence in each component, including reasoning, systematic thinking, assessment, and decision, and problem-solving.

Discussions: The argument-driven inquiry model (ADI) is used for enhancing critical thinking and problem-solving abilities. Problem situations with unclear answers can be used to lead investigation and argument session in class through role-play.  As a result, students are able to create arguments by showing their claim, evidence, and reasoning. In addition, students can write reports, double-blind peer reviews, and improve the quality of their own reports.

Conclusions:  The argument-driven inquiry model (ADI) for enhancing critical thinking and problem-solving abilities is effective in terms of enhancing reasoning, systematic thinking, assessment and decision, as well as problem-solving ability.