Effect of the Argumentation-Supported PBL on the Determination of PreService Science Teachers' Misconceptions about the Particulate, Space, and Motion Nature of Matter
International Online Journal of Educational Sciences, cilt.13, sa.4, ss.1069-1088, 2021 (Hakemli Dergi)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 13 Sayı: 4
- Basım Tarihi: 2021
- Doi Numarası: 10.15345/iojes.2021.04.009
- Dergi Adı: International Online Journal of Educational Sciences
- Derginin Tarandığı İndeksler: IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.1069-1088
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Sivas Cumhuriyet Üniversitesi Adresli: Evet
Özet
Within the scope of the study, the effect of the argumentation-supported problem based learning
method on the detection of the misconceptions of the students studying in the Department of
Science Education about "Particulate, Space and Motion Nature of Matter" was examined. Based
on this main purpose action research in practice-based was applied in the study, one of the
qualitative research methods. The study group of the research consists of 22 pre-service science
teachers. It was observed that pre-service science teachers structured non-scientific claims, could
not provide sufficient grounds, and could not use their rebuttal skills adequately before the
implications. After the implications, it was observed that the pre-service science teachers had
the targeted arguments and were able to write grounds and rebuttal in the categories of
completely/partially correct to their arguments.