The Evaluation of “Technological Pedagogical Content Knowledge based Argumentation Practices” Training for Science Teachers

Fen Öğretmenlerinin TPAB temelli Argümantasyon Uygulamalarıyla Jeoloji Dersi Planlama Performanslarının İncelenmesi

“…Although technology-supported argumentation studies were widespread, studies on argumentation from the TPACK perspective were rare. The pioneering study was conducted by Unal-Coban et al (2016). In this study, in-service science teachers experienced TPACK-based argumentation training, which reflects the integrative view of TPACK, and results indicated that TPACK-based argumentation practices significantly affected their TPACK self-efficacy perceptions and views on argument quality.…”

“…In Korkmaz's study (2020), which integrates TPACK and argumentation in a mathematical context, preservice mathematics teachers collected data through GeoGebra and then engaged in the argumentation process for reaching some generalizations in the context of analytic geometry. Although our study seems to share some common points with the study of Unal-Coban et al (2016) such as participants as in-service science teachers and the use of TPACK-based argumentation practices, this study focuses on the practices of teachers after attending TPACK-bAP rather than evaluating the effectiveness of the professional development program.…”

An examination of the effectiveness of problem‐based learning method supported by augmented reality in science education

“…When the studies in the literature are reviewed, it is seen that AR technology develops decision‐making skills (Conard, 2019; Hannola et al, 2018; Ras et al, 2017). There are also studies reporting that the PBL method develops decision‐making abilities (Al‐Drees et al, 2015; Alkhuwaiter et al, 2016; Bagnasco et al, 2016; Carr, 2015; Çoban et al, 2016; Johnsen et al, 2016; Ramakrishnan et al, 2020; Tetik, 2013; Tucker et al, 2015; Welter et al, 2011). PBL develops decision‐making ability for different reasons.…”