A critique to argument-driven inquiry (ADI) and the development of authentic argument-driven inquiry (AADI) for optics instruction

Demirtaş D., Yildirim U., Özdemir Ö. F.

Physics Education, cilt.61, sa.1, 2026 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 61 Sayı: 1
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1088/1361-6552/ae1092
  • Dergi Adı: Physics Education
  • Derginin Tarandığı İndeksler: Scopus, Educational research abstracts (ERA), INSPEC, DIALNET
  • Anahtar Kelimeler: argument-driven inquiry, argumentation, authentic argument-driven inquiry, inquiry, optics
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

Argument-driven inquiry (ADI) is a widely used method in science education. While it offers several pedagogical advantages, a critical analysis of its framework and practical application, particularly in optics instruction, reveals notable challenges related to the implementation of its inquiry phase. To address these challenges, we revised ADI framework to develop authentic ADI (AADI), enhancing the authenticity of both inquiry and argumentation components. This study outlines the rationale and development process of AADI, with specific emphasis on its application to high school optics topics. The revised model aims to provide more epistemologically authentic experiences, better aligning inquiry-based activities with the core practices of science.