The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy
Yazarlar (3)
Doç. Dr. Günkut Mesci Giresun Üniversitesi, Türkiye
Doç. Dr. Eda ERDAŞ KARTAL Kastamonu Üniversitesi, Türkiye
Funda Yeşildağ-Hasançebi
Giresun Üniversitesi, Türkiye
Giresun Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Teaching and Teacher Education (Q1) | ||
| Dergi ISSN | 0742-051X Dergi Bilgileri (2025) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 05-2025 |
| Cilt / Sayı / Sayfa | 162 / 1 / 105064–0 | DOI | 10.1016/j.tate.2025.105064 |
| Makale Linki | https://doi.org/10.1016/j.tate.2025.105064 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| This study examines changes in preservice teachers' understanding of the nature of science (NOS), the nature of scientific inquiry (NOSI), and scientific literacy, as well as the relationships among these constructs, following argumentation-based instruction. Grounded in Toulmin's argumentation model, the study involved 24 preservice teachers at a public university in northern Turkey, using an explanatory sequential mixed-methods design. Data collected at the beginning, middle, and end of the intervention showed significant improvements in NOS and NOSI, though they were not predictors of scientific literacy. Findings highlight the role of practical teaching experiences in fostering scientific literacy and deeper conceptual understanding. |
| Anahtar Kelimeler |
| Argumentation-based inquiry | Nature of science (NOS) | Nature of scientific inquiry (NOSI) | Preservice science teachers | Scientific literacy |
Science Direct
The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 1 |
| Scopus | 1 |
| Google Scholar | 6 |