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Analysis of Argumentation Form Changes in High School Students' subject inquiry essays

Objectives The purpose of this study is to understand the change in argument form through the results obtained after applying the subject inquiry essay to actual school classes. 
Methods To this end, a subject inquiry essay was conducted on 30 first grade high school female students sampled through the stratified random sampling method, and the argument format of the resulting essay text was analyzed. The students' essay texts were analyzed with frequency and correlation using the SPSS 28.0 program, establishing an analysis frame and analysis criteria based on whether or not the 4th level components of the OREO Map were included. 
Results The results are as follow. First, the subject inquiry essay showed differences according to the argument form elements. Second, it was confirmed that subject inquiry essay represents a stage with a high level of argumentation form. Third, in the learning of the argument form according to the session, it was found that the components of the argument form increased from the first to the third session. Fourth, it was found that the level of argumentation significantly improved in the learning of the argument form for each session. That is, subject inquiry essay is effective in the development of argument form elements and the development of argument form elements and levels according to the session. This suggests that subject inquiry essay is effective in learning argumentation form. In addition, although there was a difference in the correlation between elements of the argument form, it was found that the correlation of elements of the argument form improved as the number of sessions increased. 
Conclusions The results of this study will serve as a basic study to confirm the effect of argumentation-form learning in subject inquiry essays. 
