Literaturnachweis - Detailanzeige
| Autor/inn/en | Meral, Elif; Namli, Zeynep Basci; Kayaalp, Fatih |
|---|---|
| Titel | The Effect of Argumentation-Based Teaching on Developing Argument Skills of Prospective Teachers, and on Their Willingness to Debate |
| Quelle | In: International Journal of Curriculum and Instruction, 13 (2021) 2, S.1039-1062 (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1562-0506 |
| Schlagwörter | Persuasive Discourse; Debate; Teaching Methods; Moral Issues; Instructional Effectiveness; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Skill Development; Thinking Skills; Public Colleges; Foreign Countries; Turkey |
| Abstract | The study aimed to examine the effect of argumentation-based teaching approach on developing prospective teachers' argument skills, and on their willingness to debate. The study employed the one-group pre-test-post-test experimental research design based on quantitative data. The participants consisted of a total of 192 3rd grade prospective teachers who were selected using maximum variation sampling method from the departments of Social Studies Education, Classroom Education and Mathematics Education in a state university in Turkey in 2019-2020 academic year. The data were obtained using the "Moral Dilemma Stories" developed by Rest (1979), and adapted into Turkish by Akkoyun (1987); and the "Scale of Willingness to Debate" developed by Infante and Rancer (1982), and adapted to Turkish by Kaya (2005). The data were analyzed via descriptive and inferential statistical analysis methods and Argumentation Assessment Rubric developed by Erduran, Simon, and Osborne (2004). The results revealed that the argumentation-based teaching increased the prospective teachers' argument skills and their willingness to debate. It was also found out that making use of such skills as researching, reasoning, discussing, expressing thoughts, and persuading, in student-oriented education systems in a more comprehensive way could be helpful to support the argumentation-based teaching approach. (As Provided). |
| Anmerkungen | World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
