dc.contributor.author | Çetin, Pınar Seda | |
dc.contributor.author | Eymur, Gülüzar | |
dc.contributor.author | Erenler, Sümeyye | |
dc.date.accessioned | 2024-05-13T08:22:51Z | |
dc.date.available | 2024-05-13T08:22:51Z | |
dc.date.issued | 2024 | en_US |
dc.identifier.citation | Çetin, P.S., Eymur, G. & Erenler, S. (2024). The development of pre-service teachers' argumentation self-efficacy through argumentation-based chemistry instruction. Chemistry Education Research and Practice. DOI https://doi.org/10.1039/D3RP00337J | en_US |
dc.identifier.issn | 1109-4028 | |
dc.identifier.issn | 1756-1108 | |
dc.identifier.uri | https://doi.org/10.1039/D3RP00337J | |
dc.identifier.uri | https://hdl.handle.net/11436/9035 | |
dc.description.abstract | This research aimed to examine the impact of argumentation-based chemistry instruction on the argumentation self-efficacy of pre-service teachers' (PSTs') and their perceptions regarding the effectiveness of this instruction on their argumentation self-efficacy. This exploratory study involved a cohort of PSTs who actively participated in a series of argumentation-based chemistry activities facilitated by their classroom teacher over an 11-week period, with each activity spanning 1 or 2 weeks. The introduction of argumentation preceded the exploration of chemistry topics, including heat and temperature, gas laws, physical and chemical change, solubility, distinctive properties of matter, chemical reactions, and acids-bases. Data sources comprised the self-efficacy scale for argumentation, the evaluation of instruction for enhancing self-efficacy survey, and semi-structured interviews. The findings revealed an increase in PSTs' self-efficacy for argumentation after 11 weeks of argumentation-based chemistry instruction. These results suggest that PSTs can significantly enhance their self-efficacy for argumentation when provided with instruction tailored to incorporate argumentation principles. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Royal Soc. Chemistry | en_US |
dc.rights | info:eu-repo/semantics/closedAccess | en_US |
dc.subject | Science teachers | en_US |
dc.subject | Scientific argumantation | en_US |
dc.subject | Learning science | en_US |
dc.title | The development of pre-service teachers' argumentation self-efficacy through argumentation-based chemistry instruction | en_US |
dc.type | article | en_US |
dc.contributor.department | RTEÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü | en_US |
dc.contributor.institutionauthor | Erenler, Sümeyye | |
dc.identifier.doi | 10.1039/d3rp00337j | en_US |
dc.relation.journal | Chemistry Education Research and Practice | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |