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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dc.authoridDurak, Benzegül/0000-0002-1162-4658
dc.contributor.authorArslan, Harika Özge
dc.contributor.authorGenç, Murat
dc.contributor.authorDurak, Benzegül
dc.date.accessioned2023-07-26T11:55:19Z
dc.date.available2023-07-26T11:55:19Z
dc.date.issued2023
dc.departmentDÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.1016/j.tate.2022.103905
dc.identifier.issn0742-051X
dc.identifier.issn1879-2480
dc.identifier.scopus2-s2.0-85165303044en_US
dc.identifier.urihttps://doi.org/10.1016/j.tate.2022.103905
dc.identifier.urihttps://hdl.handle.net/20.500.12684/13048
dc.identifier.volume121en_US
dc.identifier.wosWOS:000888071200001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorArslan, Harika Özge
dc.institutionauthorGenç, Murat
dc.institutionauthorDurak, Benzegül
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofTeaching and Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectScience Laboratory; Argument-Driven Inquiry; Teacher Educationen_US
dc.subjectScientific Argumentation; Students Learn; Broad Range; Instruction; Conceptions; Engagement; Literacyen_US
dc.titleExploring the effect of argument-driven inquiry on pre-service science teachers' achievement, science process, and argumentation skills and their views on the ADI modelen_US
dc.typeArticleen_US

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