Fostering Multidimensional Thinking in Chemistry Education through an Integrated Challenge-Based, Socioscientific, and Counterargumentation Learning Model

Fostering Multidimensional Thinking in Chemistry Education through an Integrated Challenge-Based, Socioscientific, and Counterargumentation Learning Model | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Fostering Multidimensional Thinking in Chemistry Education through an Integrated Challenge-Based, Socioscientific, and Counterargumentation Learning Model I Wayan Redhana, I Nyoman Suardana, Kompyang Selamet, Desak Made Kurnia Widyasari Putri Aditya, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9125662/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 15 You are reading this latest preprint version Abstract The development of multidimensional thinking encompassing critical thinking skills, creative thinking skills, and caring thinking dispositions is increasingly recognized as an important goal of contemporary science education. However, there are still limited learning models that empirically integrate these three dimensions of thinking within a coherent pedagogical framework. This study aimed to test the effectiveness of the Challenge-Socioscientific Issues-Counterargumentation (CHASICA) learning model compared to the Problem-Based Learning (PBL) model in chemistry learning in high schools. This study used a quasi-experimental pretest–posttest control group design involving 300 high school students. Data were collected using validated instruments to measure critical thinking skills, creative thinking skills, and caring thinking dispositions, then analyzed using multivariate and univariate analyses of covariance, controlling for students' prior abilities. The analysis results showed a significant multivariate effect of the learning models, with large effect sizes and consistent superiority of the CHASICA learning model across all dimensions of multidimensional thinking. These findings provide empirical support for the importance of integrating authentic challenges, socioscientific issues (SSI) approach, and argumentation practices in science/chemistry learning and contribute to the development of learning designs that encourage critical, creative, and socially responsible scientific thinking. The study contributes a theoretically grounded instructional model that bridges cognitive and ethical dimensions of science learning, offering implications for curriculum design in 21st-century science education. Challenge-Based Learning CHASICA Chemistry education Counterargumentation Multidimensional thinking Socioscientific issues Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 18 May, 2026 Reviewers agreed at journal 14 May, 2026 Reviewers agreed at journal 12 May, 2026 Reviewers agreed at journal 11 May, 2026 Reviews received at journal 22 Apr, 2026 Reviews received at journal 18 Apr, 2026 Reviews received at journal 12 Apr, 2026 Reviewers agreed at journal 10 Apr, 2026 Reviewers agreed at journal 09 Apr, 2026 Reviewers agreed at journal 07 Apr, 2026 Reviewers agreed at journal 07 Apr, 2026 Reviewers invited by journal 07 Apr, 2026 Editor assigned by journal 20 Mar, 2026 Submission checks completed at journal 18 Mar, 2026 First submitted to journal 18 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9125662","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":621625496,"identity":"bc971672-9ccc-4d40-b572-07f41137243b","order_by":0,"name":"I Wayan 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