Implementing an Argument-Driven Inquiry Model for Enhancing Critical Thinking and Problem-Solving Abilities for Grade 11 Students
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Abstract
Background and Objectives: Critical thinking and problem-solving abilities are important for learning in the 21st 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.
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