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.
|Publication status||Accepted/In press - 31 Oct 2020|
|Event||American Educational Research Association Annual Meeting - Virtual|
Duration: 8 Apr 2021 → 12 Apr 2021
Conference number: 2021
|Conference||American Educational Research Association Annual Meeting|
|Abbreviated title||AERA Virtual Annual Meeting|
|Period||8/04/21 → 12/04/21|