The purpose of this study were to study the effects of argument-based inquiry learning unit on human body systems and health Issues on the students ‘scientific reasoning ability. The participants were 50 eighth grade students studying at a public school in Bangkok, Thailand. This research design was a quasi-experimental research consisting of two groups a pretest and posttest. The research instruments were a seven argument-based inquiry learning lesson plans on human body systems and health issues. There was also a reasoning ability test and achievement test. The data were statistically analyzed by mean, standard deviation and a t-test for the independent sample. The research results found as the followings: The students who learned using an argument-based inquiry learning unit on human body systems and health issues had an average score on scientific reasoning ability. The experimental group had an average score of 7.48 from the full fifteen points, averaging 1.39, a mean of 49.87, which was higher than the pre-test mean score at a .05 level of significance. But not half the score. The experimental group had a significantly higher mean score on scientific reasoning ability after the control group than before the control group at the .05 level of significance.

1.
Katherine L.
McNeill
,
María
Gonzalez-Howard
and
Rebecca
Katsh-Singer
. (
2016
). Pedagogical Content Knowledge of Argumentation: Using ClassroomContexts to Assess High-QualityPCKRather Than Pseudoargumentation. PP.
261
290
.
2.
Kuhn
,
M.
and
McDermott
,
M.
(
2017
).
Using Argument-Based Inquiry Strategies for STEM Infused Science Teaching
.
Science and Children
, PP.
80
87
.
3.
Macagno
,
F.
(
2016
).
Argument relevance and structure. Assessing and developing students’ uses of evidence
.
International Journal of Educational Research
79
,
180
194
4.
Ministry of Education
. Indicators, and Core Curriculum Learning Area for Science based on The Basic Education Core Curriculum B.E. 2551 (
2008
).
Bangkok
:
The Agricultural Cooperative Federation of Thailand
.
5.
Pongthana
,
N.
(
2016
). Effects of argumentation and evaluation instruction on scientific reasoning ability and biology learning achievement of upper secondary school students.
Chulalongkorn University
.
6.
Shakespeare
,
D.
(
2003
).
Starting an argument in science lessons
.
School Science Review
,
85
(
311
),
103
108
.
7.
Seung
,
E.
(
2015
).
University Students’Understanding of Chemistry Processes and the Quality of Evidence in their Written Arguments
.
Eurasia Journal of Mathematics, Science & Technology Education
,
12
(
4
),
991
1008
.
8.
Taylor
,
H.
(
2016
). Powerful qualities, the conceivability argument and the nature of the physical.
Department of Philosophy, University of Cambridge
.
9.
OECD
(
2017
), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematics, Financial Literacy and Collaborative Problem Solving.
OECD Publishing
:
Paris
, .
10.
Puttaritorn
Buranasathitwong
. (
2016
). A survey of grade 10th students’ explain phenomena scientifically and interpret data and evidence scientifically competencies in pitsanulok province.
Naresuan University
,
Phitsanulok
.
11.
Sibel
Erduran
(
2015
).
Research trends on argumentation in science education: a journal content analysis from 1998–2014
.
International Journal of STEM Education.
(2015)
2
5
12.
Saksit
Hemkaew
(
2015
). The effects of science instruction using the argument-based inquiry on concepts of force and motion and rationality of matthayom sueksa four students.
Ramkhamhaeng University
,
Bangkok
.
13.
The Institute for the Promotion of Teaching Science and Technology (IPST)
. (
2011
). Textbook of Basic Science. 2nd Edition.
Bangkok
:
Kurusapa Ladprao Printing
.
14.
Victor Sampson and Sharon Schleigh
. (
2016
). Scientific argumentation in biology: 30 classroom activities.
National science teachers association
.
This content is only available via PDF.
You do not currently have access to this content.