Investigating the Impact of Inquiry-Based Learning on Conceptual Understanding of Photosynthesis Among High School Students Using Guided Arguer-Driven Experiments

Project Abstract

This study investigates how Inquiry-Based Learning (IBL) facilitated through guided arguer-driven experiments influences the conceptual understanding of photosynthesis among high school students. A quasi-experimental design was employed across two public secondary schools, involving 240 students in the 10th grade, randomly assigned to an intervention group receiving IBL-infused instruction and a control group taught via traditional teacher-centered methods over a 12-week unit. The intervention integrated structured argumentation activities, where students generated, debated, and refined scientific claims about photosynthetic processes, gas exchange, and the role of chloroplasts, supported by guided prompts and evidence-based feedback. Data were collected using a mixed-methods approach pre- and post-tests comprising validated concept inventories and scenario-based questions, performance-based tasks requiring explanation of experimental results, and think-aloud protocols during inquiry sessions. Additionally, a subset of students participated in semi-structured interviews and analyzed classroom discourse to examine the quality of scientific reasoning, argument construction, and epistemic stance. Quantitative analyses revealed a statistically significant improvement in post-test scores for the intervention group compared to the control group (p < 0.001), with a large effect size (Cohen’s d ? 0.85). Gains were most pronounced in explanations of the light-dependent and carbon fixation stages, understanding of the chemiosmotic gradient, and the interplay between photosynthesis and respiration. Performance-based tasks demonstrated higher accuracy in designing controlled experiments, identifying variables, and interpreting data trends related to light intensity, CO2 concentration, and chlorophyll fluorescence. Item-level analyses indicated that students in the IBL condition demonstrated stronger conceptual coherence, linking photosynthetic reactions to energy flow and ecological significance. Qualitative findings corroborated the quantitative results. Think-aloud data showed enhanced metacognitive awareness and a shift from descriptive to argument-based justifications. Classroom discourse analyses indicated increased frequency and quality of evidence-based claims, rebuttals, and peer-validated reasoning. Interview transcripts revealed improved student agency, collaborative inquiry behaviors, and a more nuanced understanding of the limitations and scope of scientific models in photosynthesis. The study also explored potential moderators, including prior achievement, science interest, and language proficiency, noting that students with higher initial interest exhibited greater gains, while guided prompts aided learners across proficiency levels. Implications suggest that integrating guided arguer-driven experiments within IBL frameworks can cultivate deep conceptual understanding and robust scientific reasoning in complex biological topics. Recommendations for practice include professional development focused on designing purposeful prompts, scaffolding argumentation structures, and aligning assessment to both conceptual knowledge and inquiry skills. Limitations include the quasi-experimental design and context-specific factors such as school resources. Future research should examine longitudinal effects, cross-cultural applicability, and the scalability of guided arguer-driven IBL in diverse science classrooms.

Project Overview

What This Project Is About

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The project examines how letting students explore photosynthesis through guided inquiry and argumentation affects their understanding. It uses guided activities where students ask questions, test ideas with simple experiments, and justify conclusions with evidence. The goal is to see if this learning approach helps students grasp how plants convert light into chemical energy more clearly than traditional instruction.

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The Problem It Addresses

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Objectives of the Project

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1. Assess students’ initial understanding of photosynthesis concepts.
2. Implement guided arguer-driven inquiry activities in the classroom.
3. Evaluate changes in conceptual understanding after the intervention.
4. Analyze how students justify explanations using evidence from experiments.
5. Provide recommendations for teaching photosynthesis with inquiry and argumentation.

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What You Will Do Step by Step

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1. Review existing teaching methods for photosynthesis and identify gaps.

2. Design guided inquiry activities and prompts that encourage argument building.

3. Pilot the activities with a small class, collect pre- and post-assessments.

4. Conduct guided experiments (e.g., bubble production, starch testing) and record observations.

5. Have students present explanations and defend them with evidence.

6. Analyze data to measure gains in understanding and reasoning quality.

7. Reflect on classroom dynamics and adjust the approach.

8. Compile findings and practical teaching tips for wider use.

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Expected Outcome