Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of the Nature of Science

Autor/inn/en	Köseler, Ceren; Kalyon, Sahin
Titel	Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of the Nature of Science
Quelle	In: Journal of Curriculum and Teaching, 9 (2020) 4, S.75-88 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Persuasive Discourse; Active Learning; Inquiry; Laboratory Experiments; Science Instruction; Teaching Methods; Instructional Effectiveness; Science Process Skills; Skill Development; Scientific Principles; Student Attitudes; Undergraduate Students; Preservice Teachers; Primary Education; Public Colleges; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Aktives Lernen; Laboratory work; Laborarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Primarbereich; Ausland; Türkei
Abstract	The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science. The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application. The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01