Cover Image

An Action Research on Enhancing Grade 10 Student Creative Thinking Skills using Argument-driven Inquiry Model in the Topic of Chemical Environment

Pitukpong Kumdang, Sirinapa Kijkuakul, Wipharat Chuachuad Chaiyasith

Abstract


A goal of the 21st-century education is to enhance students’ creative thinking skills as the basis for construction of innovations for developing countries. Generally, previous teaching tradition, teacher-centered approach, are used in many classrooms, however, failed the goal. Therefore, this study aims to promote Grade 10 Thai students’ creative thinking by implementing Argument-Driven Inquiry (ADI) through three cycles of action research. There are 31 students participated in the study. The student data are collected using learning journals, artifacts and informal interviews then analyzed with content analysis and method triangulation. The findings indicate that students have a progression in creative thinking. They can develop skills of curiosity, originality, fluency, imagination, elaboration, and flexibility respectively. As a recommendation, it is necessary that teaching for that success needs integrations among chemical environment, geography, and art.

Full Text:

Download PDF

References


Awang, H., & Ramly, I. (2008). Through Problem-Based Learning : Pedagogy and Practice in the Engineering Classroom. International Journal of Human and Social Sciences, 2(4), 18–23.

Berland, L. K., & Reiser, B. J. (2011). Classroom communities’ adaptations of the practice of scientific argumentation. Science Education, 95(2), 191–216. https://doi.org/10.1002/sce.20420

Erduran, S. (2007). Methodological foundations in the study of argumentation in science classrooms. Argumentation in science education.

Greenstein, L. (2012). Assessing 21st century skills : a guide to evaluating mastery and authentic learning. Corwin Press.

Kemmis, S. (2009). Action research as a practice‐based practice. Educational Action Research, 17(3), 463–474. https://doi.org/10.1080/09650790903093284

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner : doing critical participatory action research. singapore.

Krippendorff, K. (2013). Content analysis : an introduction to its methodology. SAGE.

Kuhn, D., & Udell, W. (2011). The development of argument skills. Child Development, 74(5), 1245–60. https://doi.org/10.1111/1467-8624.00605

Norris, S., Philips, L., & Osborne, J. (2007). Scientific inquiry: The place of interpretation and argumentation. Science as Inquiry in the Secondary Setting. Retrieved from http://www.nsta.org/store/download.aspx?l=8JgS7/JBvFIPibfC0TL4iw==

P21 partnership for 21st century learning-Creativity and Innovation. (n.d.). Retrieved September 8, 2017, from http://www.p21.org/about-us/p21-framework/262

Resnick, M., & Mitchel. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In Proceedings of the 6th ACM SIGCHI conference on Creativity & cognition - C&C ’07 (pp. 1–6). New York, USA: ACM Press. https://doi.org/10.1145/1254960.1254961

Sampson, V., & Grooms, J. (2010). Generate an argument: An instructional model. The Science Teacher, 77(5), 32–37. Retrieved from http://search.proquest.com/openview/0abe26442b84981b65edac230cccd331/1?pq-origsite=gscholar&cbl=40590

Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217–257. https://doi.org/10.1002/sce.20421

Sampson, V., & Walker, J. P. (2012). Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry. International Journal of Science Education, 34(10), 1443–1485. https://doi.org/10.1080/09500693.2012.667581

Stéphan, V.-L. (n.d.). Teaching, assessing and learning creative and critical thinking skills in education. Retrieved October 13, 2017, from http://www.oecd.org/education/ceri/assessingprogressionincreativeandcriticalthinkingskillsineducation.htm

Thompson, T. (2017). Teaching Creativity Through Inquiry Science. Gifted Child Today, 40(1), 29–42. https://doi.org/10.1177/1076217516675863.

Van Eemeren, F. H. (1995). A world of difference: The rich state of argumentation theory. Informal Logic, 17(2), 144–158.




DOI: https://doi.org/10.17509/jsl.v2i1.11995

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2018 Authors

License URL: https://creativecommons.org/licenses/by-sa/4.0/

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Website: http://www.upi.edu
Email: jslearning@upi.edu