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• W49879334 abstract "[ILLUSTRATION OMITTED] In America's Lab Report: Investigations in High School Science (2005), the National Research Council (NRC) makes several suggestions for how laboratory activities can be changed to improve students' skills and understanding of science: First, laboratory activities need to be more inquiry-based so students can develop practical skills and an understanding of the ambiguity and complexity associated with empirical work in science. Second, students need opportunities to read, write, and engage in critical discussions as they work. Finally, it is important to encourage students to construct or critique arguments (i.e., an explanation supported by one or more reasons) and to embed diagnostic, formative, or educative assessment into the instruction sequence. The NRC describes laboratory-based instruction that fulfills these requirements as an integrated instructional unit. Argument-Driven Inquiry (ADI) is an instructional model that enables science teachers to transform a traditional laboratory activity into a short integrated instructional unit. The model helps teachers meet the goals outlined by the NRC by providing opportunities for students to design their own investigations, gather and analyze data, communicate their ideas with others during structured and interactive argumentation sessions, write investigation reports to share and document their work, and engage in peer review during a laboratory investigation. Current research indicates that this type of instruction is a more effective way to enhance students' understanding of content and the development of scientific knowledge than traditional lab activities (NRC 2007). Integrated instructional units also appear to be an effective way to cultivate students' interest in science and help them develop reading, writing, and verbal communication skills. The ADI instructional model The ADI instructional model consists of the following steps: * The identification of a task that creates a need for students to make sense of a phenomenon or solve a problem; * the generation and analysis of data by small groups of students using a method of their own design; * the production of a tentative argument by each group that articulates and justifies an explanation in a medium that can be shared with others; * an argumentation session in which each group shares its argument and then critiques and refines its explanations; * an investigation report written by individual students that explains the goal of the work and the method used, and provides a well-reasoned argument; * a double-blind peer review of these reports to ensure quality and generate high-quality feedback for the individual authors; * the subsequent revision of the report based on the results of the peer review; and * an explicit and reflective discussion about the inquiry. To illustrate how the ADI instructional model works, we describe an ADI lesson developed for a 10th-grade chemistry class. This example lesson was designed to help students understand the nature of chemical reactions (NRC 1996; Content Standard C, grades 9-12) and develop the abilities needed to do scientific inquiry (NRC 1996; Content Standard A, grades 9-12). The lesson also gives students an opportunity to improve their writing and verbal communication skills, their understanding of the writing process, and their ability to interpret evidence and reason in a scientific manner. In the following sections, we describe the purpose of each ADI step, the nature of classroom activity during each step, and how to support students as they work. Identification of the task For this first ADI step, teachers initiate the learning sequence and introduce the major topic to be studied. The primary purpose of this step is to capture students' attention, establish connections between past and present learning experiences, and highlight upcoming activities. …" @default.
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• W49879334 date "2009-11-01" @default.
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• W49879334 title "Argument-Driven Inquiry: A Way to Promote Learning during Laboratory Activities" @default.
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