Application Of ADI Model In High School Biology Inquiry Teaching

With the continuous progress and development of education in all over the world,scientific literacy has become an important research topic and direction in the international community.The ability to train students with scientific inquiry and scientific argumentation is a core part of scientific literacy.The core literacy of biology proposed in China’s Basic High School Biology Curriculum Standards(2017 Edition)includes "scientific inquiry" and "scientific thinking." Argumentation is included in "rational thinking." Biology is an experiment-based natural science,and bio-exploration experiments are an important part of biology teaching.This study uses the Argument-Driven Inquiry instructional model(ADI)proposed by Sampson et al.The ADI model innovation combines the arguments and inquiry activities in the scientific community to become a new model of scientific inquiry teaching.This study applies the ADI model to the textbooks of high school biology in China,and carries out teaching design and classroom practice to provide empirical research for the development of ADI teaching in our biology classroom.The study found that ADI teaching has a positive effect on improving students’ scientific attitudes and argumentation tendencies.Among them,students who participate in ADI teaching have significantly improved self-efficacy,scientific interest,and team awareness than those of general science inquiry teaching.However,there is no significant difference in participation.