The Results of Argument-Based Inquiry Learning Unit on Human Body Systems and Health Issues on Students' Scientific Reasoning Ability of Eighth Grade Students

摘要

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.