The Efficiency of Argument-Based Inquiry Practices in Science Teacher Candidate Education

Autor/inn/en	Ecevit, Tugba; Kaptan, Fitnat
Titel	The Efficiency of Argument-Based Inquiry Practices in Science Teacher Candidate Education
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 4, S.721-757 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ecevit, Tugba) ORCID (Kaptan, Fitnat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Teachers; Science Instruction; Preservice Teachers; Teacher Education Programs; Science Process Skills; Critical Thinking; Student Attitudes; Metacognition; Measures (Individuals); Scientific Principles; Science Tests; Inquiry; Active Learning; Thinking Skills; Persuasive Discourse; Diaries; Likert Scales; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messdaten; Aktives Lernen; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Diary; Tagebuch; Likert-Skala; Ausland
Abstract	This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices to train qualified science teachers. In this context, first, practices in argument-based inquiry were developed to have highly qualified individuals with cognitive flexibility; the ability to look at happening from divergent perspectives and consider them in alternate ways is an essential skill for the 21st century. Second, the designed argument-based inquiry practices were applied for 14 weeks in the "Science Literacy" elective course. Teacher candidates' scientific process skills, high-level thinking skills, and consideration of the nature of science were researched to evaluate the effect of the implementation. A "concurrent triangulation design" was utilized in this mixed methods research. The study group comprised 38 science teacher candidates. Quantitative data were collected utilizing a scientific process skills test, critical thinking disposition instruments, a metacognitive awareness inventory, and a nature of science views test. Qualitative data were collected through a semi-structured interview and documents (reflective learning diaries, reflective evaluation notes). The results show that the quantitative and qualitative findings support each other. It was found that the practices carried out during the 14 weeks contributed to the science teacher candidates' development of scientific process skills, critical thinking tendencies, metacognitive awareness, and views about the nature of science. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01