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. 2023 Sep 1;9(9):e19739.
doi: 10.1016/j.heliyon.2023.e19739. eCollection 2023 Sep.

Teachers' perspectives on teaching science through an argumentation-driven inquiry model: A mixed-methods study

Yousef F Alfarraj  1 , Abdulwali H Aldahmash  2 , Sozan H Omar  2
Affiliations

Teachers' perspectives on teaching science through an argumentation-driven inquiry model: A mixed-methods study

Yousef F Alfarraj et al. Heliyon. .

Abstract

This study aimed to better grasp science instructors' perspectives on the argumentation-driven inquiry (ADI) teaching model through a sequential exploratory mixed-methods approach. A random sample of 184 Saudi Arabian science teachers (96 males and 88 females) completed a questionnaire. In addition, seven science teachers volunteered to participate in semi-structured interviews. The results indicated that ADI was used by science teachers less frequently than expected. This is because of the widespread belief that inquiry-based instruction, when combined with argumentation, necessitates greater classroom time and effort. Additionally, respondents reported engaging in some form of ADI on a monthly basis, once a month. Consequently, it was suggested that science teachers' professional preparation and continuous development programs be re-evaluated to ensure that they are in line with the most recent science education standards and new approaches such as STEM, STEAM, and NGSS.

Keywords: Argumentation; Argumentation-driven inquiry; Inquiry-based teaching methods; STEM education; Science teacher; Scientific inquiry.

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Conflict of interest statement

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Figures

Fig. 1
Fig. 1
The explanatory sequential mixed-methods design.
Fig. 2
Fig. 2
Representation of teachers perspectives on their use of adi in teaching sciences.
See this image and copyright information in PMC

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