Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers' Metacognitive Awareness and Writing Skills

Autor/inn/en	Erenler, Sumeyye; Cetin, Pinar Seda
Titel	Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers' Metacognitive Awareness and Writing Skills
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.628-638 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Metacognition; Student Attitudes; Inquiry; Persuasive Discourse; Pretests Posttests; Science Education; Scientific Literacy; Science Teachers; Technical Writing; Science Laboratories; Elementary School Science; Elementary Education; Measures (Individuals); Teaching Methods; Science Activities + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technical documentation; Technische Dokumentation; Elementarunterricht; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recent reform efforts in science education have brought scientific literacy to researchers' attention. Researchers have been searching for new instructional models to engage students' variety of scientific practices to fulfil the requirements of scientific literacy. Argument Driven Inquiry (ADI) is a novel instructional model that integrates the practices of argumentation and inquiry. The aim of the study was to investigate the effect of ADI to preservice science teachers 'metacognitive awareness and scientific writing skills. For this purpose single group pre-posttest design was conducted with 50 pre-service science teachers. It was found that ADI helped to improve pre-service science teachers' meta-cognitive awareness and writing skills. There are some conclusions and implications of the study for researchers and teachers dealing with scientific literacy and laboratory applications in the current study. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01