The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution
Yükleniyor...
Dosyalar
Tarih
2022
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of the present study was to reveal the effectiveness of the Nature of Science (NOS) embedded in Argument-Driven Inquiry (ADI) instructional method on pre-service science teachers' (PSTs) content knowledge and self-efficacy in evolution theory. The study was a mixed-method study in which the qualitative data collection and analysis was conducted after the quantitative. In the first part of the study, a pre-post intervention design was used as a part of quasi-experimental study and in the second part, semi-structured interviews were conducted to deepen understanding of the results of the intervention. The participants of study consist of 36 PSTs who attended a public university in the north of Turkey. The findings showed that the NOS embedded in the ADI instructional method was effective for increasing content knowledge and self-efficacy and decreasing misconceptions in evolution. However, there were no differences in PSTs' beliefs with respect to creationist views after intervention.
Açıklama
Anahtar Kelimeler
Evolution, Argument-Driven Inquiry, Nature of Science, Science Education, Pedagogical Content Knowledge, Subject-Matter Knowledge
Kaynak
Journal of Biological Education
WoS Q Değeri
Q4
Scopus Q Değeri
Q2
Cilt
Sayı
Künye
Eymur, G., Yeşildağ Hasançebi, F., & Çetin, P. S. (2022). The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution. Journal of Biological Education, 1-18.
