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

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dc.authorid0000-0002-3316-5464en_US
dc.authorid0000-0001-9365-940Xen_US
dc.authorid0000-0003-4299-0893en_US
dc.contributor.authorEymur, Gülüzar
dc.contributor.authorHasançebi, Funda Yeşilbağ
dc.contributor.authorÇetin, Pınar Seda
dc.date.accessioned2024-01-22T10:58:25Z
dc.date.available2024-01-22T10:58:25Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThe 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.en_US
dc.identifier.citationEymur, 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.en_US
dc.identifier.doi10.1080/00219266.2022.2092189
dc.identifier.endpage18en_US
dc.identifier.issn0021-9266
dc.identifier.issn2157-6009
dc.identifier.scopus2-s2.0-85134609691en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1en_US
dc.identifier.urihttp://dx.doi.org/10.1080/00219266.2022.2092189
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11962
dc.identifier.wosWOS:000828969800001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÇetin, Pınar Seda
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Biological Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEvolutionen_US
dc.subjectArgument-Driven Inquiryen_US
dc.subjectNature of Scienceen_US
dc.subjectScience Educationen_US
dc.subjectPedagogical Content Knowledgeen_US
dc.subjectSubject-Matter Knowledgeen_US
dc.titleThe 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 evolutionen_US
dc.typeArticleen_US

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