The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

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dc.authorid0000-0001-9597-8973
dc.contributor.authorArsal, Zeki
dc.date.accessioned2021-06-23T19:49:09Z
dc.date.available2021-06-23T19:49:09Z
dc.date.issued2017
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractIn the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers' critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.en_US
dc.identifier.doi10.1080/09500693.2017.1329564
dc.identifier.endpage1338en_US
dc.identifier.issn0950-0693
dc.identifier.issn1464-5289
dc.identifier.issue10en_US
dc.identifier.scopus2-s2.0-85019639449en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1326en_US
dc.identifier.urihttps://doi.org/10.1080/09500693.2017.1329564
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9392
dc.identifier.volume39en_US
dc.identifier.wosWOS:000407549500004en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorArsal, Zeki
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInternational Journal Of Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInquiry-Based Learningen_US
dc.subjectCritical Thinkingen_US
dc.subjectDispositionsen_US
dc.subjectPre-Service Science Teachersen_US
dc.subjectTeacher Educationen_US
dc.subjectTeacher Educatoren_US
dc.titleThe impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachersen_US
dc.typeArticleen_US

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