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Table 4 Comparison of original ADI model and rADI model introduction sessions

From: Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand

ADI instructional model (2010) (rADI) instructional model
Introduction: Engagement: Step 1
The identification of the task Determining students’ prior knowledgea
 Original: In the ADI model, the teacher dealt with only one major topic, and thus constructed the framework of instruction around this topic. The teacher quickly provides students with information and criteria for engaging and evaluating arguments.
 Revision: The rADI model emphasizes broader coverage of content by introducing a major topic and a related controversial socio-scientific issue. The presentation of a controversial issue is intended to further stimulate discussion and objective scientific thinking. Teacher presentation of information about how to engage in and evaluate high-quality arguments was moved to step 4
Inquiry-based learning activities: Research and Data: Step 2
Generation of data Data and research activities in group
 Revisions: No changes to original ADI model.
 Commonalities: Both ADI models support students to engage in argumentation practice by making a claim, using evidence, and engaging in reasoning. Teachers guide inquiry activities by introducing data for discussion and soliciting scientific answers to specific questions. Students may suggest ways to collect data to obtain accurate, complete and reliable information. This process allows the students to learn ways to find scientific answers to questions while practicing to collaborate and exchange distinct perspectives with others.
Conclusion: Scientific explanation: Step 3
Production of a tentative argument Free exchange of scientific explanation”
 Revisions: The ADI model emphasized the production of science content knowledge in small group discussions with a focus on establishing only the most valid or accepted answer. While these are crucial aspects of argumentation, we also feel that from a pedagogical perspective, the previous ADI model could benefit from some additional emphasis on promoting a free and safe learning atmosphere.
  1. aThe titles of each step of our revised ADI model listed in Tables 4, 5 and 6 were chosen to represent our intended focus of instruction at each step. These titles may or may not be different from those used by Sampson et al., (2010) in the original model