Argumentation-Based Inquiry Practices from the Perspective of Teachers Receiving and Implementing Argumentation Training

Autor/inn/en	Memis, Esra Kabatas; Akkas, Büsra Nur Çakan; Sönmez, Elif; Öz, Muhittin
Titel	Argumentation-Based Inquiry Practices from the Perspective of Teachers Receiving and Implementing Argumentation Training
Quelle	In: International Journal of Progressive Education, 18 (2022) 2, S.325-340 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Memis, Esra Kabatas) ORCID (Akkas, Büsra Nur Çakan) ORCID (Sönmez, Elif) ORCID (Öz, Muhittin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Persuasive Discourse; Inquiry; Teacher Attitudes; Science Teachers; Secondary School Teachers; Foreign Countries; Faculty Development; Training; Planning; Knowledge Level; College Students; Skill Development; Communication Skills; Questioning Techniques; Science Instruction; Teaching Methods; Grade 7; Turkey + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Ausbildung; Ablaufplanung; Planungsprozess; Wissensbasis; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Befragungstechnik; Fragetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Türkei
Abstract	The purpose of this study was to identify the Argumentation-based Inquiry (ABI) process from the perspective of teachers implementing the approach and determine the impacts of the process on both teachers and students. The researchers conducted the study via qualitative research methods. To this end, three science teachers teaching in three different secondary schools in the province of Kastamonu took part in the study. First, the researchers provided an eight-week ABI training to the teachers. Following this training, they asked the teachers to implement the ABI practices on a science unit in the classroom. When the teachers completed these practices, the researchers conducted semi-structured interviews with the teachers. The interview questions were specified with the aim of determining the views of the teachers on the ABI process, as well as its impact on teachers and students. The interviews were recorded and then analyzed. A descriptive analysis was carried out on the data. According to the findings, the teachers stressed the importance of planning the teaching process and being prepared for the subject for the effectiveness of the ABI process. Furthermore, the teachers stated that the questions asked by both teachers and students played a key role in the ABI process. Last but not least, the teachers reported that their knowledge of the field had increased and their skills of asking questions had developed owing to the process, while the knowledge obtained by the students had become permanent and the inquiry and communication skills of the students had developed in the process. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01