Argument-Driven Inquiry: Tracking Progress Through General Chemistry

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
Meghan A. Lower (Creator)
East Carolina University (ECU )
Web Site:

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.

Additional Information

Language: English
Date: 2019
argumentation, chemistry, general chemistry laboratory, chemical education

Email this document to

This item references:

TitleLocation & LinkType of Relationship
Argument-Driven Inquiry: Tracking Progress Through General Chemistry described resource references, cites, or otherwise points to the related resource.