The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution.

Autor:	Eymur, Gülüzar1 (AUTHOR) guluzar.eymur@giresun.edu.tr, Yeşildağ Hasançebi, Funda2 (AUTHOR), Çetin, Pınar Seda3 (AUTHOR)
Předmět:	Science teachers Teaching methods Self-efficacy Semi-structured interviews Public universities & colleges
Zdroj:	Journal of Biological Education (Routledge). Jun2024, Vol. 58 Issue 3, p552-569. 18p.
Abstrakt:	The purpose of the present study was to reveal the effectiveness of the Nature of Science (NOS) embedded in Argument-Driven Inquiry (ADI) instructional method on pre-service science teachers' (PSTs) content knowledge and self-efficacy in evolution theory. The study was a mixed-method study in which the qualitative data collection and analysis was conducted after the quantitative. In the first part of the study, a pre-post intervention design was used as a part of quasi-experimental study and in the second part, semi-structured interviews were conducted to deepen understanding of the results of the intervention. The participants of study consist of 36 PSTs who attended a public university in the north of Turkey. The findings showed that the NOS embedded in the ADI instructional method was effective for increasing content knowledge and self-efficacy and decreasing misconceptions in evolution. However, there were no differences in PSTs' beliefs with respect to creationist views after intervention. [ABSTRACT FROM AUTHOR]
Databáze:	GreenFILE
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