Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach

Autor/inn/en	Can, Ömer Sinan; Isleyen, Tevfik
Titel	Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach
Quelle	In: Journal of Education and Practice, 7 (2016) 33, S.109-116 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Preservice Teachers; Science Instruction; Probability; Persuasive Discourse; College Students; Mathematics Education; Quasiexperimental Design; Experimental Groups; Control Groups; Teaching Methods; Comparative Analysis; Achievement Tests; Statistical Significance; Constructivism (Learning); Science Education; Pretests Posttests; Scores; Statistical Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Persuasion; Persuasive Kommunikation; Collegestudent; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Naturwissenschaftliche Bildung; Statistische Analyse; Ausland; Türkei
Abstract	The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is a quasi-experimental study. The experimental group consisted of 20 students, and the control group consisted of 21 pre-service teachers. While the teaching probability argumentation based science learning approach was applied to the teacher candidates in the experimental group, traditional methods were applied to the control group. As a data collection tool, the Probability Achievement Test with 15 open-ended questions, which was prepared by the researcher himself, was used. As a result of the application, statistical significant differences were found between the probability successes of the experimental group and control group in favor of the experimental group. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01