Examining Science Teachers' Performances at Planning Geology Lesson through TPACK-Based Argumentation Practices

Autor/inn/en	Unal-Coban, Gul; Kocagul, Merve; Akpinar, Ercan; Baran, Bahar
Titel	Examining Science Teachers' Performances at Planning Geology Lesson through TPACK-Based Argumentation Practices
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 4, S.907-937 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Unal-Coban, Gul) ORCID (Kocagul, Merve) ORCID (Akpinar, Ercan) ORCID (Baran, Bahar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Geology; Lesson Plans; Pedagogical Content Knowledge; Technological Literacy; Science Teachers; Faculty Development; Persuasive Discourse; Science Instruction; Instructional Design; Foreign Countries; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Historische Geologie; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Technisches Wissen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Lehrerverhalten; Türkei
Abstract	This study aims to reveal science teachers' performances in designing TPACK-based argumentation practices for teaching geology. This study used a holistic single case study design where thirty-two science teachers participated in a professional development program. All materials such as videos, etc. used by the teachers and the Pedagogical Reasoning Assessment Form (PRAF) were used as data collection tools. Descriptive analysis was conducted through the scoring rubric for lesson plans and content analysis for PRAF. Findings indicated that teachers successfully used TPACK indicators in their lessons. Findings also revealed that although teachers thought that formative assessment could be improved by learning from professional development programs, they did not use technology for assessment in their lesson plans. Related to the argumentation process, teachers tended to construct their arguments with one rebuttal, and they could not use warrants. Moreover, although teachers had high scores in the quality of claim, rebuttal, and backing respectively, they had some problems in presenting data and warrant for the claim. PRAF findings indicated that the TPACK-based Argumentation Practices Professional Development Program (TPACK-bAP PDP) enriched their lesson plans in some aspects. (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