Argument Driven Inquiry in Science Education: A Systematic Literature Review

Abstract

The purpose of this study is to identify the trends in the literature about the Argument Driven Inquiry learning approach for science education. This kind of study uses the PRISMA method in conjunction with the Systematic Literature Review (SLR) strategy. To locate pertinent material, we searched Google Scholar, Education Resources Information Center (ERIC), and Scopus databases. This study, which included 27 papers, concentrated on works published in respectable journals throughout the previous eight years, from 2018 to 2024. The results indicate that the nations that have carried out the most research in this field are Thailand, Indonesia, Turkey, and the United States, with high school students serving as the subjects of most studies. The review of the literature revealed that ADI learning models were effectively incorporated into several science fields, with chemistry seeing the greatest amount of ADI research aimed at enhancing scientific argumentation abilities. While there are many advantages to integrating ADI into science education, there are also drawbacks. Teachers have to deal with issues including time management, curriculum alignment, and the requirement for professional development while putting ADI into practice.