Run laboratory investigations as ADI cycles: design a method, argue, write, peer review, revise¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

This strategy operationalizes the ADI model in an eighth-grade science lab. The teacher distributes a handout with the guiding question, background information and available materials; student groups design and conduct the investigation, produce a tentative argument including claim, evidence and justification, present it on a large whiteboard in an argumentation session, then write an individual investigation report that is blinded peer reviewed and revised. The article reports that the teacher "emphasized the seven aspects of nature of science with respect to nature of investigation" during the reflective discussion.

Design Implications¶

Context¶

Requirements¶

• Groups of three or four students; weekly two-hour lab sessions; a peer review form with criteria covering the goals, the investigation, the argument, and the writing; the same subject matter and textbook as the regular class.

Constraints¶

• The study's teacher was experienced and taught during four months about the ADI instructional method before treatment; the authors note effectiveness should be considered for inexperienced teachers.

Target Learners¶

• Eighth-grade students in public elementary school science classes

Target Learning Goals¶

• Designing investigations and methods
• Constructing scientific arguments
• Scientific writing and peer review

Affordances¶

• Adi Instructional Model Eight Steps

Claims¶

• Eighth graders experiencing ADI instruction scored significantly higher on the post-test of demonstrated scientific literacy (SLA-D) than students experiencing structured inquiry [+W]
• ADI students' item-level gains concentrated on items about determining variables for a research question and on scientific inquiry questions [+W]
• ADI students scored significantly higher than structured-inquiry students on the personal epistemology of science subscale, but not on value of science or self-efficacy subscales [+W]
• The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not [+W]
• Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did [+W]

Related Strategies¶

• Science Through Inquiry
• Cap the background lecture for a complex research-based lab at about an hour and expect students to ask questions while working

Examples¶

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Key Sources¶

• Gülüzar Eymur · Pınar Seda Çetin (2024). Investigating the role of an inquiry-based science lab on students' scientific literacy. Instructional Science (2024) 52:743–760. https://doi.org/10.1007/s11251-024-09672-w