Please use this identifier to cite or link to this item: http://hdl.handle.net/11452/32288
Full metadata record
DC FieldValueLanguage
dc.contributor.authorAydeniz, Mehmet-
dc.date.accessioned2023-04-10T13:31:12Z-
dc.date.available2023-04-10T13:31:12Z-
dc.date.issued2015-04-15-
dc.identifier.citationAydeniz, M. ve Özdilek, Z. (2016). "Assessing and enhancing pre-service science teachers' self-efficacy to teach science through argumentation: Challenges and possible solutions". International Journal of Science and Mathematics Education, 14(7), 1255-1273.en_US
dc.identifier.issn1571-0068-
dc.identifier.issn1573-1774-
dc.identifier.urihttps://doi.org/10.1007/s10763-015-9649-y-
dc.identifier.urihttps://link.springer.com/article/10.1007/s10763-015-9649-y-
dc.identifier.urihttp://hdl.handle.net/11452/32288-
dc.description.abstractThe purpose of this study was to explore the impact of an intervention on pre-service science teachers' self-efficacy to teach science through argumentation and explore the challenges they experienced while implementing argumentation. Forty pre-service science teachers in their final semester of schooling participated in an intervention that lasted for 11 weeks. Intervention focused on participants' understanding of argumentation as a scientific practice and as a pedagogical tool. The participants engaged in argument construction, evaluation, and critique, taught three argumentation lessons, engaged in peer observation of teaching, and reflection on their teaching skills. Data were collected through Argumentation Self-Efficacy Scale and an open-ended questionnaire. The results show that the intervention had a significantly positive effect on pre-service teachers' self-efficacy. Despite this reported self-efficacy, participants experienced significant challenges in guiding their students to construct scientific arguments and assessing the arguments developed by their students. Discussion focuses on implications for professional development of pre-service and in-service science teachers.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducation & educational researchen_US
dc.subjectArgumentationen_US
dc.subjectChemistryen_US
dc.subjectPre-service science teachersen_US
dc.subjectPedagogyen_US
dc.subjectScienceen_US
dc.subjectSelf-efficacyen_US
dc.subjectScientific argumentationen_US
dc.subjectContent knowledgeen_US
dc.subjectSkillsen_US
dc.subjectImpacten_US
dc.subjectClassroomen_US
dc.subjectViewsen_US
dc.subjectArgueen_US
dc.subjectSenseen_US
dc.titleAssessing and enhancing pre-service science teachers' self-efficacy to teach science through argumentation: Challenges and possible solutionsen_US
dc.typeArticleen_US
dc.identifier.wos000382937500004tr_TR
dc.identifier.scopus2-s2.0-84934780315tr_TR
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergitr_TR
dc.contributor.departmentUludağ Üniversitesi/Eğitim Fakültesi/Fen Bilimleri Anabilim Dalı.tr_TR
dc.identifier.startpage1255tr_TR
dc.identifier.endpage1273tr_TR
dc.identifier.volume14tr_TR
dc.identifier.issue7tr_TR
dc.relation.journalInternational Journal of Science and Mathematics Educationen_US
dc.contributor.buuauthorÖzdilek, Zehra-
dc.contributor.researcheridAAH-1616-2021tr_TR
dc.relation.collaborationYurt dışıtr_TR
dc.subject.wosEducation & educational researchen_US
dc.indexed.wosSSCIen_US
dc.indexed.scopusScopusen_US
dc.wos.quartileQ2en_US
dc.contributor.scopusid26656970800tr_TR
dc.subject.scopusArgumentation; Scientific Literacy; Science Educationen_US
Appears in Collections:Scopus
Web of Science

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.