The Development of Grade 7 Students’ Scientific Reasoning Using Argument-Driven Inquiry with Formative Assessment Techniques in Thermal Energy Topic

Abstract

        This classroom action research aimed to develop the level of scientific reasoning ability of the participant grade 7 students (N=29). Data were gathered by using the scientific reasoning test. Analyze the data by content analysis by comparing students’ answer with the criteria for categorizing the level of scientific reasoning ability. The students’ score was classified into 3 levels: High, Medium and Low. The accuracy and reliability of the data were verified by using triangulation method and the frequency and percentage of students in each group of scientific reasoning ability.

          The results indicated that students had a steadily increasing development of scientific reasoning at a high level. Especially, in the component of deductive and inductive reasoning. However, the abductive and reproductive reasoning did not develop as they should have which the majority of students having abilities at a medium level. It was found that some students did not change their level of scientific reasoning ability, especially abductive reasoning and reproductive reasoning.