Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

Basit Öğe Kaydı
dc.contributor.authorKaya, Ebru
dc.date.accessioned2020-03-26T18:41:09Z
dc.date.available2020-03-26T18:41:09Z
dc.date.issued2013
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThis study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.en_US
dc.identifier.doi10.1080/09500693.2013.770935en_US
dc.identifier.endpage1158en_US
dc.identifier.issn0950-0693en_US
dc.identifier.issn1464-5289en_US
dc.identifier.issue7en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1139en_US
dc.identifier.urihttps://dx.doi.org/10.1080/09500693.2013.770935
dc.identifier.urihttps://hdl.handle.net/20.500.12395/29239
dc.identifier.volume35en_US
dc.identifier.wosWOS:000318276100003en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.ispartofINTERNATIONAL JOURNAL OF SCIENCE EDUCATIONen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectArgumentationen_US
dc.subjectConceptual understandingen_US
dc.subjectPre-service teachersen_US
dc.titleArgumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibriumen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu