Argumentation based nature of science instruction: Influence on pre-service science teachers' NOS views and practicing

被引：0

作者：

Mesci, Gunkut ^{[1
,2
]}

Yeildag-Hasancebi, Funda ^{[1
]}

Tuncay-Yuksel, Busra ^{[1
]}

机构：

[1] Giresun Univ, Math & Sci Educ Dept, Giresun, Turkiye

[2] Maksima Konutlari B Blok 15 Daire 51 Giresun, Giresun, Turkiye

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 132卷

关键词：

Nature of science; Argumentation; Pre-service science teacher; Teacher education; TEACHING NATURE; INQUIRY; STUDENTS; CONCEPTIONS; UNDERSTANDINGS; CURRICULUM; KNOWLEDGE;

D O I：

10.1016/j.tate.2023.104231

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Nature of science (NOS) is regarded as one of the main components of science literacy. In this study, we aimed to examine the pre-service science teachers' (PSTs) NOS views and their NOS teachings after the argumentation based explicit/reflective NOS instructional method is implemented over two semesters. 41 PSTs participated to this study during the 2018e2019 academic year at a state university in Turkey. It was found that the argumentation-based NOS teaching and the PSTs' lesson plan preparation and teaching practices significantly improved PSTs' NOS views even though they could not successfully teach in their first attempt. It is highly recommended to allow PSTs to practice as much as possible for transferring NOS knowledge into their teaching.& COPY; 2023 Elsevier Ltd. All rights reserved.

引用

页数：14

共 50 条

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