Abstract
The present study investigated the impact of model-based inquiry (MBI) in a high school chemistry class on students’ reasoning. Based on the theory of relation-based reasoning (Stephens et al., 1999) and the three phases of MBI (Khan, 2007), I built a reasoning level category framework and assumed that generating models is low-level reasoning, evaluating and modifying models are high-level. A quasi-experimental design with an experimental (n=68) and a control group (n=69) was applied to find out this impact. The results showed that two groups performed in a different extent at each reasoning levels. Evidence-based discussions are provided to explain these findings in light of instructional strategy and integrating multiple models to guide the future investigation.
| Original language | English |
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| Publication status | Published - 8 Apr 2021 |
| Event | American Educational Research Association Annual Meeting - Virtual Duration: 8 Apr 2021 → 12 Apr 2021 Conference number: 2021 https://www.aera.net/Events-Meetings/2021-Annual-Meeting |
Conference
| Conference | American Educational Research Association Annual Meeting |
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| Abbreviated title | AERA Virtual Annual Meeting |
| City | Virtual |
| Period | 8/04/21 → 12/04/21 |
| Internet address |