The aim of the present study was to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method compared with an implicit inquiry method on eleventh-grade students’ conceptions of NOS. The study used a pre-/post-test control group design to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method on eleventh grade students’ understanding of NOS. The qualitative method was used to identify the students’ views of NOS. The study involved 45 students (grade 11) enrolled in a chemistry course at a public Anatolian high school in the northeast of Turkey. The explicit group included 24 students (10 girls and 14 boys) and the implicit group included 21 students (12 girls and 9 boys) with their ages ranging from 17 to 18 years. Both groups were instructed for two 45 minute sessions per week over the course of 9 weeks. However, the explicit group participated in laboratory activities designed by the ADI method with explicit NOS instruction, whereas the implicit group was taught by a structured inquiry (SI) instructional model. Students were interviewed using the VNOS-B interview schedule to evaluate the students’ understanding of NOS. In data analysis, we coded views as an informed view that had the accepted views, a transitional view that had partially accepted views or a naïve view that had unaccepted views of the seven characteristics of NOS based on the literature. The results of the study showed significant differences between the pre- to post-test scores for the explicit group in terms of NOS views. However, the post-instruction views of the implicit group were not different from their previous NOS views. We believe that the explicit nature of science instruction embedded in the ADI method has a noticeable potential in order to improve high school students’ views about NOS.

中文翻译：

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化学实验室的论证驱动型探究方法中所嵌入的科学教学的显性性质对高中生关于科学性质的观念的影响

本研究的目的是调查与隐性探究方法相比，论证驱动探究方法中嵌入的科学教学的显性性质对11年级学生的NOS概念的影响。该研究使用了测试前/测试后的对照组设计，研究了“自变量驱动的探究方法”中嵌入的科学指导的显性性质对十一年级学生对NOS理解的影响。定性方法用于确定学生对NOS的看法。这项研究涉及45名学生（11年级），他们在土耳其东北部的安纳托利亚公立高中就读了化学课程。显性组包括24名学生（10名女孩和14名男孩），隐性组包括21名学生（12名女孩和9名男孩），年龄在17至18岁之间。两组均在9周的时间内每周接受两次为时45分钟的课程。但是，显式组参加了采用ADI方法进行显式NOS指令设计的实验室活动，而隐式组则通过结构化查询（SI）指导模型进行了授课。使用VNOS-B面试时间表对学生进行面试，以评估学生对NOS的理解。在数据分析中，基于文献，我们将视图编码为具有可接受视图的知情视图，具有部分接受视图的过渡视图或具有未接受的NOS七个特征视图的幼稚视图。研究结果表明，就NOS观点而言，显性组的测试前和测试后分数之间存在显着差异。然而，隐式组的指令后视图与以前的NOS视图没有什么不同。我们认为，ADI方法中嵌入的科学教学的显性具有显着的潜力，以提高高中生对NOS的看法。