The development of pre-service teachers' argumentation self-efficacy through argumentation-based chemistry instruction

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Tarih

2024

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Royal Soc Chemistry

Erişim Hakkı

info:eu-repo/semantics/closedAccess

Özet

This research aimed to examine the impact of argumentation-based chemistry instruction on the argumentation self-efficacy of pre-service teachers' (PSTs') and their perceptions regarding the effectiveness of this instruction on their argumentation self-efficacy. This exploratory study involved a cohort of PSTs who actively participated in a series of argumentation-based chemistry activities facilitated by their classroom teacher over an 11-week period, with each activity spanning 1 or 2 weeks. The introduction of argumentation preceded the exploration of chemistry topics, including heat and temperature, gas laws, physical and chemical change, solubility, distinctive properties of matter, chemical reactions, and acids-bases. Data sources comprised the self-efficacy scale for argumentation, the evaluation of instruction for enhancing self-efficacy survey, and semi-structured interviews. The findings revealed an increase in PSTs' self-efficacy for argumentation after 11 weeks of argumentation-based chemistry instruction. These results suggest that PSTs can significantly enhance their self-efficacy for argumentation when provided with instruction tailored to incorporate argumentation principles.

Açıklama

Anahtar Kelimeler

Argumentation-Based, Self-Efficacy, PSTs, Gas Laws, Solubility, Chemistry Topics

Kaynak

Chemistry Education Research and Practice

WoS Q Değeri

N/A

Scopus Q Değeri

Q1

Cilt

25

Sayı

3

Künye