Impact of argument-driven inquiry activities on pre-service science teachers' views of the nature of scientific inquiry in the context of climate change education

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dc.authorid0000-0001-5653-8641
dc.authorid0000-0003-4299-0893
dc.authorid0000-0002-3316-5464
dc.contributor.authorErenler, Sümeyye
dc.contributor.authorÇetin, Pınar Seda
dc.contributor.authorEymur, Gülüzar
dc.date.accessioned2024-09-25T20:01:31Z
dc.date.available2024-09-25T20:01:31Z
dc.date.issued2024
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi en_US
dc.description.abstractThis study aimed to investigate how argument-driven inquiry (ADI) activities impact pre-service teachers' views of the nature of scientific inquiry (NOSI), with a specific focus on climate change. To this end, an ADI approach was used to teach climate change, where the aspects of NOSI were explicitly taught. A sample of 24 pre-service teachers participated in a science project which included ADI sessions addressing climate change topics. The pre-service teachers participated in four ADI activities related to rising sea levels, clean water resources, extreme weather events, and zero energy building. The sessions involved explicit instruction on NOSI to enhance pre-service teachers' understanding. A view of scientific inquiry (VOSI) questionnaire was used to investigate pre-service teachers' views of scientific inquiry before and after the instruction. The results of the study showed that the pre-service teachers improved in all six aspects of NOSI, but higher improvements were observed in the aspects multiple methods of scientific investigations and distinctions between data and evidence.en_US
dc.description.sponsorshipRecep Tayyip Erdogbreve;an University [2237-A]en_US
dc.description.sponsorshipThis study was conducted as part of the scientific education initiatives supported under the TUBITAK 2237-A program.en_US
dc.identifier.doi10.1007/s11191-024-00512-4
dc.identifier.issn0926-7220
dc.identifier.issn1573-1901
dc.identifier.scopus2-s2.0-85190512026en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1007/s11191-024-00512-4
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14179
dc.identifier.wosWOS:001204079000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÇetin, Pınar Seda
dc.institutionauthorid0000-0003-4299-0893
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofScience & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectClimate Change
dc.subjectClean Water Resources
dc.subjectExplicitly Taught
dc.subjectZero Energy Building
dc.subjectScientific Investigations
dc.subjectRising Sea Levels
dc.titleImpact of argument-driven inquiry activities on pre-service science teachers' views of the nature of scientific inquiry in the context of climate change educationen_US
dc.typeArticleen_US

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