Argument-driven inquiry

Who are the stakeholders?

• Students - They are directly engaging in the ADI process
• Teachers - They are the facilitators and design the lesson
• Parents/Community - They need to be informed about the impact on their children
• Administrators - They are responsible for supporting and implementing the ADI approach

Who are the participants?

• Students - They conduct the investigations, analyze data and argue
• Teachers - They collaborate with other teachers to develop and refine lessons
• Teacher educators/professional developers - They help teachers understand ADI and develop instructional strategies
• School and district leaders - They actively participate in supporting ADI and may provide guidance, resources, and policies to promote ADI

What is the purpose of ADI?

IF MIDDLE SCHOOL IS ALREADY DOING ADI, WHAT ARE WE EVEN TALKING ABOUT?
Implementation of ADI across more grades and more subjects!

Why ADI in math?

Program structure

• Obtain appropriate NSTA books, Argumentdriveninquiry.com resources, and others to initially build resource library
• Create PDs to assist teachers in learning to implement the program effectively
• Follow the 8 steps of ADI as prescribed and incorporate CER writing
• Start implementing ADI in Math and Social Studies
• Start valuing the Science testing scores rather than overlooking and considering only Math and LA

Participant selection

• Grades 3-5 will begin learning through ADI in both science and math lessons
• Middle school math and social studies will begin to incorporate ADI
• Any other subjects will be encouraged to try ADI but first year implementation will not be required

How often will ADI lessons be offered

• Middle school science has the experience and will have as many as 3-5 ADI lessons per unit
• Elementary school should have 3-5 ADI lessons per quarter with at least 2 of them being in math, not just science
• Middle school social studies and math will teach 1-2 ADI lessons per unit
• Adjustments will be made by the years end after proper evaluation and discussion

Program duration

• Change occurs in three phases over time (Fullan, 2007)
• Change in schools used to take 3 to 5 years to institutionalize, more recently 5 to 7 years, and now it could take as many as 11 years from initiation (Zimmerman, 2014)
• Spend significant time and energy building urgency, before moving on (Kotter, 2012)

Research supporting ADI

• Chen, H. T., Wang, H. H., Lu, Y. Y., & Hong, Z. R. (2019). Bridging the gender gap of children’s engagement in learning science and argumentation through a modified argument-driven inquiry. International Journal of Science and Mathematics Education, 17(4), 635-655.
• Eymur, G. (2019). The influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method in chemistry laboratories on high school students’ conceptions about the nature of science. Chemistry Education Research and Practice, 20(1), 17-29.

Research supporting ADI

• Salsabila, E. R., Wijaya, A. F. C., Winarno, N., & Hanif, S. (2019). Using argument-driven inquiry to promote students’ concept mastery in learning global warming. Journal of Physics: Conference Series, 1280(3), 032052.
• Hidayat, W., & Aripin, U. (2019). The improvement of students’ mathematical understanding ability influenced from argument-driven inquiry learning. Journal of Physics: Conference Series, 1157(3), 32085.

Research supporting ADI

• Çetin, P. S. & Eymur, G. (2017). Developing students’ scientific writing and presentation skills through argument driven inquiry: an exploratory study. Journal of Chemical Education, 94(7), 837-843.
• Strimaitis, A. M., Southerland, S. A., Sampson, V., Enderle, P., & Grooms, J. (2017). Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study. School Science and Mathematics, 117: 92-103.

Research supporting ADI

• Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191.
• Grooms, J., Enderle, P, & Sampson, V. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument-Driven Inquiry. Science Educator, 24(1), 45-50.

Research supporting ADI

• Walker, J. and Sampson, V. (2013). Learning to argue and arguing to learn in science: Argument-Driven Inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course. Journal of Research in Science Teaching, 50(50), 561-596
• Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn and learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.

How to do ADI

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Resources

• NSTA Argument-Driven Inquiry Series
• Argument-driven inquiry website
• Examples of ADI lessons for Elementary science, Middle school science, Elementary Math, and Middle school math

Additional references

• Bechard , V. (2011). Change models. Teaching and Learning Consulting Network, LLC. https://www.teachingandlearningnetwork.com/change-models.html
• Kotter, J. P. (2012). Leading change. Boston, Harvard Business Review Press. https://www.mindtools.com/a8nu5v5/kotters-8-step-change-model
• Zimmerman, M. (2014, April 1). Why does it take so long to institutionalize change?. Smart Learning Systems. https://smartlearningsystems.com/change-process-in-education/