Arslan, Harika ÖzgeGenç, MuratDurak, Benzegül2023-07-262023-07-2620230742-051X1879-2480https://doi.org/10.1016/j.tate.2022.103905https://hdl.handle.net/20.500.12684/13048This study utilized a mixed-methods design to examine the effectiveness of the argument-driven inquiry (ADI) model. The participants were 28 pre-service science teachers (PSTs), and data were collected on their achievement, science process skills, and argumentation levels before and after the treatment. A focus group interview was conducted to investigate their views on the model. The ADI model had a positive impact on PSTs' science process skills, argumentation levels, as well as knowledge of the science content under the activities. Moreover, PSTs held a positive attitude towards using the ADI model in their classes and stressed it provides good retention.(c) 2022 Elsevier Ltd. All rights reserved.en10.1016/j.tate.2022.103905info:eu-repo/semantics/closedAccessScience Laboratory; Argument-Driven Inquiry; Teacher EducationScientific Argumentation; Students Learn; Broad Range; Instruction; Conceptions; Engagement; LiteracyArticle1212-s2.0-85165303044WOS:000888071200001Q1