Eymur, GülüzarHasançebi, Funda YeşilbağÇetin, Pınar Seda2024-01-222024-01-222022Eymur, 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, 1-18.0021-92662157-6009http://dx.doi.org/10.1080/00219266.2022.2092189https://hdl.handle.net/20.500.12491/11962The 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.eninfo:eu-repo/semantics/closedAccessEvolutionArgument-Driven InquiryNature of ScienceScience EducationPedagogical Content KnowledgeSubject-Matter KnowledgeArticle10.1080/00219266.2022.20921891182-s2.0-85134609691Q2WOS:000828969800001Q4