SavedAdd your journal

Journals / IOJET / 2017 / Cilt: 4 - Sayı: 3

THE EFFECT OF “ARGUMENT-BASED SCIENCE INQUIRY” APPROACH ON SCIENCE TEACHER CANDIDATES’ ACADEMIC ACHIEVEMENTS

Mustafa DOGRU
Cigdem GULER
Journal
IOJET
Pages
228–244
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In accordance with all findings, it is deduced that the ABSI activities affect the academic achievement of teacher candidates more positively than the classical laboratory practices in Laboratory Practices II class

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Science education, when it is dealt with in terms of subject, activities and target behaviours, is an open area to inquiry and development.
📊
Key Findings & Data:The aim of this study is to evaluate the effect of “Argument-Based Science Inquiry (ABSI)” approach on the academic achievements of 3rd grade Science Education teacher candidates by applying this approach to the activities and establishing a suitable educational environment, and to reveal their thoughts about it.
💡
Conclusion & Impact:In accordance with all findings, it is deduced that the ABSI activities affect the academic achievement of teacher candidates more positively than the classical laboratory practices in Laboratory Practices II class
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Science education, when it is dealt with in terms of subject, activities and target behaviours, is an open area to inquiry and development. However, this case is interpreted from a different point of view in a lot of educational institutions in our country (Turkey). The aim of this study is to evaluate the effect of “Argument-Based Science Inquiry (ABSI)” approach on the academic achievements of 3rd grade Science Education teacher candidates by applying this approach to the activities and establishing a suitable educational environment, and to reveal their thoughts about it. Mixed methods research has been used in this paper. In the quantitative dimension of the research, a pre-test post-test control group experimental design has been used. At the end of the implementation process, an achievement test has been applied to both groups, and results have been analyzed statistically. The results have shown that there is a statistically significant difference between the pre-test and post-test results of experimental group, and ABSI approach has a positive effect on student success. In the qualitative dimension of the study, semi-structured interviews have been used with the experimental group’s teacher candidates. Data have been analyzed through content analysis method. In accordance with all findings, it is deduced that the ABSI activities affect the academic achievement of teacher candidates more positively than the classical laboratory practices in Laboratory Practices II class

🔖

Cite This Article

DOGRU, M., GULER, C. (2022). THE EFFECT OF “ARGUMENT-BASED SCIENCE INQUIRY” APPROACH ON SCIENCE TEACHER CANDIDATES’ ACADEMIC ACHIEVEMENTS. IOJET, Cilt: 4 - Sayı: 3, 228–244. https://ajindex.com/articles/542408

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Akkuş, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 29(14), 1745-1765.
  2. Brad, R. (1994). Teaching critical thinking skills [Eleştirel düşünme becerilerini öğretme]. (G. Buyukkurt, Trans.). Eğitim ve Bilim, 18(91), 45-49. Originally published in 1984.
  3. Brickman, P., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-24.
  4. Cavagnetto, A. (2010). Argument to foster scientific literacy: A review of argument interventions in k-12 science contexts. Review of Educational Research, 80(3), 336- 371. Ceylan, Ç. (2010). Fen laboratuvar etkinliklerinde Argümantasyon Tabanlı Bilim ÖğrenmeATBÖ yaklaşımının kullanımı, (Master’s thesis), Gazi Üniversitesi,
  5. Ankara.
  6. Crawford, B. A. (2000). Embracing the esence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937.
  7. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE Publications. Demirel, Ö. (2006). Öğretimde planlama ve değerlendirme öğretme sanatı. (Extended 10th ed.). Ankara:
  8. Pegem A Yayıncılık. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
  9. Fix, W. T., & Renner, J. W. (1979). Chemistry and the experiment in the secondary schools. Journal of Chemical Education, 56(11), 737-740.
  10. Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
  11. Grandy, R., & Duschl, R. A. (2007). Reconsidering the character and role of inquiry in school science: Analysis of a conference. Science Education, 16, 141-166.
  12. Gunel, M. (2006). Investigating the impact of teachers’ implementation practices on academic achievement in science during a long-term professional development program on the Science Writing Heuristic. Unpublished doctoral dissertation, Iowa State University, Ames, Iowa. Hand, B., & Keys, C. (1999). Inquiry investigation: A new approach to labor