In preparation for the post-COVID-19 period, science educators should plan and implement instructional modalities that will assist students in achieving scientific literacy. Given that the COVID-19 pandemic has created an environment conducive to technology-enabled learning (Mishra, 2020), the combination of asynchronous and synchronous platforms for teaching and learning can result in greater benefits when combined with face-to-face instruction (Kim, 2020). Thus, if in-class sessions are allowed, blended learning can be used to create a feasible and effective teaching and learning modality.

Science teachers can adapt the Metacognitive Argument-Driven Inquiry (MADI) instructional model in delivering instruction once face-to-face instruction is permitted. Within a metacognitive learning environment, this instructional model reflects the integration of scientific argumentation and inquiry-based learning. Specifically, there are two main learning components in this model: in-class learning and out-of-class learning sessions. Classroom time is devoted to hands-on activities and dialogic interactions in the in-class learning component, whereas the out-of-class learning component is intended for autonomous learning through the use of asynchronous platforms.

This instructional model consists of the seven (7) phases of the inquiry-based learning cycle (Eisenkraft, 2003). The teacher provides students with metacognitive opportunities (Tanner, 2012) to examine their current thinking and existing knowledge through pre-assessments during the Elicit phase (e.g., KWL and IRF charts). The teacher captures students' attention and stimulates their thinking during the Engage phase by introducing the guiding question that students must answer and investigate. Students are then asked to plan their strategies by responding to the metacognitive planning prompts (Schraw, 1998). Following that, in the Explore phase, the teacher guides students in carrying out their activity with the goal of developing a scientific argument that addresses the guiding question. The activity can be aided with virtual simulations or hands-on activities in the form of laboratory experiments. During the activity, the teacher asks students to track their progress by responding to the metacognitive prompts for monitoring (Schraw, 1998). Then, the teacher facilitates the argumentation session in the Explain phase, where groups of students share their initial scientific arguments with other groups and critique other arguments using their argument boards. Meanwhile, in the Elaborate phase, the teacher facilitates a reflective post-discussion of the topic or lesson. During the discussion, the teacher also clarifies the students' understanding. Following that, during the Evaluate phase, the teacher guides students through the creation of an argumentation report that articulates their final scientific arguments. Students are asked to reflect on what they thought about a topic or concept before the session and what they think about it now using metacognitive prompts for evaluation (Schraw, 1998). Finally, in the Extend phase, students are asked to describe what they didn't understand during the in-class session and what they believe will help them through reflective writing. Students are encouraged to connect what they are learning to how they are integrating the content into their current learning structures.

Grounded from the constructivist lens of teaching, this instructional approach can be primarily traced from the social constructivist theory of learning (Vygotsky, 1978). This theory emphasizes that social interactions and collaborations between and among students and knowledgeable others result in effective and meaningful learning. This theory specifically proposes that learning involves both personal and social processes. The social process of learning is dependent on individual social interactions, whereas the personal process of learning involves individual construction of knowledge and understanding through the accommodation of ideas, habits of mind, and other essential skills. Moreover, this instructional model is influenced by the concept of metacognition, which is an essential and foundational component of any inquiry process (van Opstal & Daubenmire, 2017). Furthermore, it is anchored on the Community of Inquiry (CoI) framework that promotes a social-constructivist approach to learning within an online learning environment.