Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations

The purpose of the present study was to investigate whether pre-service teachers’ cognitive and affective expectations were met after participation of lab investigations that were designed based on the ADI instructional model. Based on Novak’ theory of learning, when the students get responsibilities to connect new knowledge with existing one, the students stand active role in generating knowledge through experiences. Novak categorized these human experiences as cognitive (thinking), affective (feeling), and psychomotor (doing). The successful consolidation of the cognitive, affective and psychomotor experiences then result in meaningful learning. In order to determine whether the cognitive and affective expectations of pre-service teachers are ful？lled by their experiences in a science laboratory course, weak experimental design was utilized in this study. Third grade pre-service science teachers attended ADI activities as a part of their regular course through 11 weeks. Through ADI activities pre- service teachers had a chance to engage variety of scientific activities such as designing investigations, arguing from evidence, writing scientific reports, and critically evaluating peers' reports. The results of the study showed that, the ADI instructional model was able to meet pre-service teachers’ expectations especially in cognitive dimension