The Influence of Argumentation on Understanding Nature of Science

The Influence of Argumentation on Understanding Nature of Science

The aim in conducting this study is to explore the effects of argumentation on pre-service science teachers' views of the nature of science. This study used a qualitative case study and conducted with 20 pre-service science teachers. Data sources include an open-ended questionnaire and audio-ta...

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Bibliographic Details
Published in:International journal of environmental and science education Vol. 11; no. 6; pp. 1423 - 1431
Main Authors: Boran, Gül Hanim, Bag, Hüseyin
Format: Journal Article
Language:English
Published: LOOK Academic Publishers 01-05-2016
Subjects:
Case Studies
Elementary Education
Instructional Effectiveness
Interviews
Persuasive Discourse
Preservice Teacher Education
Preservice Teachers
Pretests Posttests
Qualitative Research
Questionnaires
Science Instruction
Science Teachers
Scientific Attitudes
Scientific Principles
Student Attitudes
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Summary:The aim in conducting this study is to explore the effects of argumentation on pre-service science teachers' views of the nature of science. This study used a qualitative case study and conducted with 20 pre-service science teachers. Data sources include an open-ended questionnaire and audio-taped interviews. According to pretest and posttest scores, 3 participants were selected for gathering qualitative data and follow-up interviews. Analyses of the findings revealed that the argumentation based instruction was effective in 2 of 3 participants' views of the nature of science. According to the results, 2 aspects of the nature of science were the most developed aspects of the nature of science assessed in this study; the social and cultural and the creative and imaginative nature of science. These findings highlight the need for teacher preparation programs to incorporate argumentation based instruction that promotes the development of the nature of science views.
ISSN:1306-3065
1306-3065
DOI:10.12973/ijese.2016.410a