Science teachers’ perceptions and classroom implementation of the argument-driven inquiry (ADI) model in primary education
Bibliographic Data
| ID | 21589328 |
|---|---|
| Authors | Safa Hussain Khamis Al-Saadi (Sultan Qaboos University), Mohamed A Shahat (0000-0002-9637-8192, Sultan Qaboos University, corresponding author), Marwa Hamdi Nasr (Sultan Qaboos University), M Majlesi Nasr (Sultan Qaboos University) |
| Year | 2025 |
| Pages | 1-25 |
| Publication date | 2025-12-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2595580 |
| OpenAlex | W4417001555 |
| Language | EN |
| References cited | 30 |
The present study explored the perceptions, implementation, and challenges associated with the Argument-Driven Inquiry (ADI) model among science teachers in cycle two schools in a Middle Eastern country. Adopting a convergent parallel mixed-methods design, the research utilised three instruments: a questionnaire administered to 116 teachers to assess perceptions; a classroom observation checklist applied to 7 teachers to evaluate ADI implementation; and semi-structured interviews with the same 7 teachers to identify challenges. Results indicated a high overall perception of ADI (M = 3.89), particularly regarding its benefits for students (M = 4.31). However, classroom implementation was moderate (M = 1.78), with low scores in critical components such as argumentation sessions (M = 1.48) and evidence analysis (M = 1.58). Interviews revealed key barriers to implementation, including limited teacher knowledge of ADI (100% of participants), weak argumentation skills (86%), large class sizes (71%), and insufficient lesson time (100%). These findings highlight a clear gap between teacher perceptions and actual classroom practice. The study recommends context-specific professional development, enhanced institutional support, and curricular adjustments to enable more effective integration of ADI. The insights offer valuable implications for advancing inquiry-based science education in similar educational contexts
Perception · Primary education · Qualitative research · Science education · Teacher education · Teaching method · Education and Critical Thinking Development · Educational Research and Pedagogy · Science Education and Pedagogy
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Enhancing middle school science education
Supporting teachers through curriculum-based professional learning
Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model
Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation
Acting with epistemic agency
Desirable uncertainty in science teaching
Exploring the effect of argument-driven inquiry on pre-service science teachers’ achievement, science process, and argumentation skills and their views on the ADI model
Science teachers' perceptions and practice of uncertainty in science learning
| Highly cited | No |
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