eng Science and Education Publishing Journal of Innovations in Teaching and Learning 2025-05-05 5 1 12 18 10.12691/jitl-5-1-3 JITL2025513 article Merogim P. Mugot merogim.mugot@gmail.com 1 2 Maria Teresa M. Fajardo 2 University of Science and Technology of Southern Philippines, Lapasan, Cagayan de Oro City, Philippines The integration of inquiry-based learning within classroom instruction is increasingly prevalent due to its potential to enhance students' critical thinking abilities while facilitating an engaging learning experience. This study aimed to develop lessons that incorporate conceptual change argument-driven inquiry activities, and to assess their acceptability based on criteria including content, format, presentation, and organization, as well as the accuracy and currency of information. Employing a Research and Development (R&D) methodology, the objective was to produce effective instructional materials that enhance lesson development through the integration of these inquiry activities. The findings indicate that the average scores for the respective evaluation criteria were 3.77 for content, 3.51 for format, 3.43 for presentation and organization, and 3.49 for accuracy and currency. These scores suggest a high level of acceptance across all criteria. Consequently, the developed lessons are deemed suitable for implementation in senior high schools, specifically within grade 11 chemistry courses. Furthermore, these lessons are designed to promote essential 21st-century skills. Educators are strongly encouraged to incorporate the argument-driven learning method into their pedagogical practices, as it has been recognized for its enjoyable, engaging, and learner-centered approach. https://pubs.sciepub.com/jitl/5/1/3/jitl-5-1-3.pdf chemistry lessons conceptual change argument-driven inquiry