Science teachers’ perceptions and classroom implementation of the argument-driven inquiry (ADI) model in primary education

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The present study explored the perceptions, implementation, and challenges associated with the Argument-Driven Inquiry (ADI) model among science teachers in cycle two schools in a Middle Eastern country. Adopting a convergent parallel mixed-methods design, the research utilised three instruments: a questionnaire administered to 116 teachers to assess perceptions; a classroom observation checklist applied to 7 teachers to evaluate ADI implementation; and semi-structured interviews with the same 7 teachers to identify challenges. Results indicated a high overall perception of ADI (M = 3.89), particularly regarding its benefits for students (M = 4.31). However, classroom implementation was moderate (M = 1.78), with low scores in critical components such as argumentation sessions (M = 1.48) and evidence analysis (M = 1.58). Interviews revealed key barriers to implementation, including limited teacher knowledge of ADI (100% of participants), weak argumentation skills (86%), large class sizes (71%), and insufficient lesson time (100%). These findings highlight a clear gap between teacher perceptions and actual classroom practice. The study recommends context-specific professional development, enhanced institutional support, and curricular adjustments to enable more effective integration of ADI. The insights offer valuable implications for advancing inquiry-based science education in similar educational contexts.