The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service Science Teachers

Najami, Naim; Hugerat, Muhamad; Kabya, Fattma; Hofstein, Avi

doi:10.1007/s11191-020-00107-9

Cited by 15 publications

(5 citation statements)

References 23 publications

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“…Lastly, this study mainly focused on SI and SPs in a laboratory application course. Najami et al (2020) found that conducting open-ended experiments resulted higher number of student claims and higher level of argumentation along with discourse, compared to confirmatory experiments. On the other hand, they found no significant difference between two types of experiments regarding the level of argumentation in pre-service teachers' lab reports.…”

Section: Limitationsmentioning

confidence: 92%

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Özer

Sarıbaş

2022

Sci & Educ

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The intervention study presented in this paper explored pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) during a laboratory application in science education course. Thirty-nine secondary school PSSTs, who study in the Science Education Department in a public university in Turkey, enrolled in a 14-week-long course and volunteered to participate in the study. The participants were exposed to a method is called the 4-phase implementation that includes laboratory-based inquiry activities addressing SI and SPs and they completed microteaching presentations. Their understanding of SI and SPs was examined through the course period. The main data sources included Views about Scientific Inquiry (VASI) Instrument and concept maps were used to track the changes in these understandings. The findings indicated that PSSTs had inadequate understanding of inquiry on some aspects even after the treatment. Yet, the method had positive impact in PSSTs' understanding inquiry especially in terms of facilitating the comprehension that scientific investigations begin with questions, there is no single method in investigations, and explanations are derived from collected data. The concept maps created by some of the participants also supported these results and revealed a more coherent and holistic understanding of SPs by integrating both epistemic and social components into their maps. However, PSSTs did not seem to have totally understood other aspects of inquiry including the inquiry procedures, the research conclusions, and the difference between data and evidence. Further implications are critically discussed in terms of designing future laboratory applications for science education courses.

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Section: Limitationsmentioning

confidence: 92%

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Özer

Sarıbaş

2022

Sci & Educ

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“…Erduran and Jiménez-Aleixandre 2007;Sandoval and Millwood 2005), increasing investigational capability (e.g. Kelly and Takao 2002;Najami et al 2020) and domain-specificity of subject knowledge (Erduran 2019;Kulatunga et al 2014;Pabuccu and Erduran 2017). Although different characterizations of argumentation such as frameworks of Stephen Toulmin (Toulmin 1958) and Douglas Walton (Walton 1996) have been advocated in science education (e.g.…”

Section: Argumentation In Science Educationmentioning

confidence: 99%

Science and Religious Education Teachers’ Views of Argumentation and Its Teaching

2020

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Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant educational goal in science education in recent years. It has also been noted as an important pedagogical approach in numerous school subjects. Yet, there is limited understanding of how teachers’ views of argumentation and its teaching compare in different school subjects. In order to ensure coherence in the implementation of the school curriculum, it is important to understand such views particularly in the context of subjects that are often positioned to be in conflict with each other, for example in the context of science versus religious education. In this paper, we present an empirical study on how science and religious education teachers view argumentation and its teaching. The data are drawn from a survey of secondary school teachers of 11–16-year-old students in England. Twenty-nine teachers were presented with an online survey in order to collect data on various aspects of their views including pedagogical strategies that support argumentation. Qualitative and quantitative results suggest that teachers of both subjects consider argumentation to be a significant aspect of their subject although particular nuances exist in how the teachers interpret argumentation. Furthermore, the data suggest that there are statistically significant differences in terms of the perceived frequency of pedagogical strategies used to support argumentation in lessons.

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“…Για την ανάλυση της επιχειρηματολογίας έχουν κατασκευαστεί αρκετά μοντέλα (Najami et al, 2020). Το μοντέλο ανάλυσης επιχειρηματολογίας που έχει εφαρμοστεί στην πλειονότητα των ερευνών είναι εκείνο του Toulmin (1958).…”

Section: μοντέλα επιχειρηματολογίαςunclassified

Η Εξέλιξη Της Ομαδικής Και Ατομικής Επιχειρηματολογίας, Καθώς Και Της Γνώσης Περιεχομένου Των Φοιτητών/Τριών Του Π.Τ.Δ.Ε. (ΕΚΠΑ) Σε Προβλήματα Νευτώνειας Μηχανικής

Τσιφτσής,

Χαλκιά

2022

RiSTE

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Η παρούσα έρευνα εξετάζει την εξέλιξη της ατομικής και ομαδικής επιχειρηματολογίας των φοιτητών/τριών του Π.Τ.Δ.Ε. (ΕΚΠΑ). Το δείγμα αποτελούνταν από δεκαεπτά προπτυχιακούς φοιτητές/τριες, κατανεμημένους/ες σε τέσσερις ομάδες. Η έρευνα βασίστηκε σε ομαδικές συζητήσεις των φοιτητών/τριών σε πέντε προβλήματα Νευτώνειας Μηχανικής εναλλασσόμενες με τις παρεμβάσεις του ερευνητή και πραγματοποιήθηκε μέσω Skype λόγω της πανδημίας Covid-19. Οι συζητήσεις βιντεοσκοπήθηκαν και η προφορική επιχειρηματολογία αναλύθηκε με βάση το μοντέλο των Clark και Sampson. Tα γραπτά επιχειρήματα πριν και μετά την παρέμβαση (pre-και post-tests) αξιολογήθηκαν με βάση το μοντέλο των McNeill και Krajcik. Τα αποτελέσματα της ομαδικής επιχειρηματολογίας έδειξαν συνεχή βελτίωση στη μία ομάδα και αυξομειώσεις στις άλλες τρεις ομάδες, ενώ της ατομικής επιχειρηματολογίας βελτίωση των περισσότερων φοιτητών/τριών μεταξύ πρώτου και πέμπτου προβλήματος, αλλά με διακυμάνσεις μεταξύ των ενδιάμεσων προβλημάτων. Τα αποτελέσματα των pre-και post-tests έδειξαν στατιστικά σημαντική βελτίωση στις δεξιότητες επιχειρηματολογίας των φοιτητών/τριών και στην εννοιολογική κατανόηση των τριών από τα πέντε προβλήματα.

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The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service Science Teachers

Cited by 15 publications

References 23 publications

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Science and Religious Education Teachers’ Views of Argumentation and Its Teaching

Η Εξέλιξη Της Ομαδικής Και Ατομικής Επιχειρηματολογίας, Καθώς Και Της Γνώσης Περιεχομένου Των Φοιτητών/Τριών Του Π.Τ.Δ.Ε. (ΕΚΠΑ) Σε Προβλήματα Νευτώνειας Μηχανικής

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