Incorporating literate practices in science teaching and learning is a critical component of 21st century science education. When we speak of integrating literacy skills in science, we are referring to literate practices and strategies that can assist our students in understanding, synthesizing, and communicating scientific knowledge. Reading, viewing, writing, speaking, and listening are all examples of these activities. We can all agree that for students to develop scientific literacy, they must first engage in these literate practices.

Scientific argumentation is one method for promoting literacy skills in science. Students develop, communicate, and justify scientific explanations when they engage in scientific argumentation. Several research studies have found that it increases student engagement, develops students' critical thinking skills, fosters the spirit of inquiry, induces conceptual change, and improves academic performance.

As an instructional approach, ADI aims to: (1) frame the goal of classroom activity as an effort to develop, comprehend, and evaluate a scientific explanation for a natural phenomenon or a problem solution (2) engage students in meaningful inquiry using methods of their own creation, and to assist students learn how to design better investigations; (3) encourage students to learn how to create an argument that articulates and justifies a response to a research question part of the inquiry process; (4) give students opportunities to learn how to propose, assist in the evaluation and revision of ideas through discussion and writing in a more productive manner manner; 5) foster a classroom community that values evidence and critical thinking; and (6) empower students to take charge of their own learning by teaching them how to set goals and track their progress toward them using scientific criteria.

The original iteration of the ADI instructional approach consists of eight stages: (1) Identification of the Task and the Guiding Question; 2) Designing a Method and Collect Data; 3) Data Analysis and Development of a Tentative Argument; 4) Argumentation Session; 5) Explicit and Reflective Discussion; 6) Writing the Investigation Report, 7) Double-Blind Group Peer Review, and; 8) Revision and Submission of the Investigation Report.

I had the opportunity to teach Genetics through online distance learning, and I tried to use the ADI instructional approach to teach the concepts of Protein Synthesis and Mutation. In our Mutation lesson, I challenged my students to investigate and respond to the scientific question: "How do different gene mutations affect the functions of an organism?" " through a virtual simulation They obtained relevant information in this virtual simulation to craft their scientific argument, which included a claim, evidence, and reasoning to answer the posed inquiry.

Then, we used a Padlet board to display their initial scientific arguments. This enabled my students to examine and reflect on the scientific arguments made by their peers. Through collaborative asynchronous discussion on Padlet boards, it promoted scientific discourse even outside of class hours.

And, in order for me to determine whether the ADI worked in an online distance environment, I asked them to share their experiences with the said teaching approach, and I was delighted to hear positive feedback from them, exactly as one of my students stated: “The use of Web-based Argument Driven Activity is very interesting, because it makes the students, like us who did it, to research and understand it more fully. We are the ones who investigate and learn on our own of course with the help of the basic information given to us, but still we are the ones who deepen those basic knowledge about the protein synthesis and mutations. This type of activity is of help, because it doesn't just challenge one’s capabilities but also his/her capability to interact and work well with others, and through working with others and through sharing each of the ideas you have found and thought, it would be much easier to come up with the best and appropriate answer to put in the activity.”

I could say that his positive feedback reflects the elements that are thought to be essential for effective online learning. The use of ADI has made our synchronous and asynchronous interactions more meaningful and enjoyable. It enhances not only my students' scientific literacy (understanding of the topic), but also their literacy skills, which must be constantly improved.