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

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dc.authorid0000-0001-5653-8641
dc.authorid0000-0003-4299-0893
dc.contributor.authorÇetin, Pınar Seda
dc.contributor.authorEymur, Gülüzar
dc.contributor.authorErenler, Sümeyye
dc.date.accessioned2024-09-25T20:01:33Z
dc.date.available2024-09-25T20:01:33Z
dc.date.issued2024
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi en_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.1039/d3rp00337j
dc.identifier.endpage907en_US
dc.identifier.issn1109-4028
dc.identifier.issn1756-1108
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85191953765en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage895en_US
dc.identifier.urihttps://doi.org/10.1039/d3rp00337j
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14201
dc.identifier.volume25en_US
dc.identifier.wosWOS:001209188400001en_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.publisherRoyal Soc Chemistryen_US
dc.relation.ispartofChemistry Education Research and Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectArgumentation-Based
dc.subjectSelf-Efficacy
dc.subjectPSTs
dc.subjectGas Laws
dc.subjectSolubility
dc.subjectChemistry Topics
dc.titleThe development of pre-service teachers' argumentation self-efficacy through argumentation-based chemistry instructionen_US
dc.typeArticleen_US

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