Effect of the Argumentation-Supported PBL on the Determination of PreService Science Teachers' Misconceptions about the Particulate, Space, and Motion Nature of Matter

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Okur M., Güngör Seyhan H.

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
  • 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.