Research on the Application of Localized Argument-Driven Inquiry Teaching Model in a High School in Northeast China

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This study evaluates the efficacy of a localized Argument-driven Inquiry (ADI) teaching model adapted for high school chemistry education in Northeast China. By modification of the ADI model to align with regional educational standards and cultural contexts, the research aims to enhance student scientific argumentation skills and increase their engagement in chemistry. Employing a comparative pretest and post-test design, the study examines two groups of students: one experiencing the traditional teaching method and the other the localized ADI model. Results indicate significant improvements in the ADI group’s argumentation abilities and scientific engagement compared to the control. These findings suggest that culturally adapted educational frameworks can effectively enhance student learning outcomes and interest in scientific subjects, supporting the integration of ADI into the chemistry curriculum.