Exploring the effect of argument-driven inquiry on pre-service science teachers' achievement, science process, and argumentation skills and their views on the ADI model
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Dosyalar
Tarih
2023
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Pergamon-Elsevier Science Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study utilized a mixed-methods design to examine the effectiveness of the argument-driven inquiry (ADI) model. The participants were 28 pre-service science teachers (PSTs), and data were collected on their achievement, science process skills, and argumentation levels before and after the treatment. A focus group interview was conducted to investigate their views on the model. The ADI model had a positive impact on PSTs' science process skills, argumentation levels, as well as knowledge of the science content under the activities. Moreover, PSTs held a positive attitude towards using the ADI model in their classes and stressed it provides good retention.(c) 2022 Elsevier Ltd. All rights reserved.
Açıklama
Anahtar Kelimeler
Science Laboratory; Argument-Driven Inquiry; Teacher Education, Scientific Argumentation; Students Learn; Broad Range; Instruction; Conceptions; Engagement; Literacy
Kaynak
Teaching and Teacher Education
WoS Q Değeri
Q1
Scopus Q Değeri
Cilt
121
