Evaluating the impact of model-based inquiry with model-evidence link on grade 11 students’ scientific explanation of electrolyte and non-electrolyte solution

Main Article Content

Panapa Aniwatanawongand Romklao Jantrasri

Abstract

Scientific explanation has been regarded as an essential goal in science education research. To help students learn in science classroom, a teacher should provide rich opportunities for students to gain experience in explaining scientific phenomena. This research aimed to study students’ scientific explanation ability of electrolyte and non-electrolyte solutions learned through using model-based inquiry with model-evidence link.  Participants were 34 grade 11 students who were studying at a high school in Khon Kaen. The scientific explanation test and scientific explanation form were used to assess students’ written their explanation based on the claim, evidence, and reasoning framework. The findings reveal that before learning most students had could make a claim and select evidence to support their claim correctly, but they experienced difficulty to give scientific reasoning to link between such a claim and evidence. After learning, most students could improve their scientific explanation ability. They were able to identify three components of scientific explanation completely. This research indicates that model-based inquiry with model-evidence link was able to support students to have better scientific explanation ability.

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Article Details

How to Cite
Aniwatanawongand, P., & Jantrasri, R. (2019). Evaluating the impact of model-based inquiry with model-evidence link on grade 11 students’ scientific explanation of electrolyte and non-electrolyte solution. Journal of Learning Innovations Walailak University, 5(1), 65-83. https://doi.org/10.14456/jli.2019.4
Section
Research Article

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