Developing Pre-Service Chemistry Teachers’ Understandings of Teaching through Argumentation

dc.creator	Halil TÜMAY
dc.creator	Fitnat KÖSEOĞLU
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:24:26Z
dc.date.available	2015-08-12T11:24:26Z
dc.identifier	1304-6020
dc.identifier	https://doaj.org/article/8938cc04ad4c41f89eabb55eb822cd67
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29921
dc.description	Many science educators emphasized argumentation both as a scientific thinking skill and as a teaching approach. However, studies have shown that argumentation opportunities were given rarely in science classrooms and indicated its necessity in teacher education. In this qualitative case study, we examined pre-service chemistry teachers’ understandings of teaching chemistry through argumentation as they participated in the “Argumentation-focused chemistry teaching” course with explicit-reflective teaching orientation. Participants were 23 pre-service chemistry teachers. Participants actively engaged in activities focused on argumentation in science and chemistry education and made inferences about teaching chemistry thorugh argumentation by reflecting on their experiences throughout the course. Analysis of the qualitative data showed that participants developed positive understandings about teaching chemistry through argumentation. Pre-service teachers thought that teaching through argumentation will develop scientific thinking and questioning skills, support conceptual change and meaningful learning, develop understanding of the nature of science, stimulate interest in lesson, and encourage students to actively participate in the learning.
dc.language	Turkish
dc.language	English
dc.publisher	Ekip Ltd. Sti
dc.relation	www.tused.org
dc.relation	https://doaj.org/toc/1304-6020
dc.source	Journal of Turkish Science Education, Vol 8, Iss 3, Pp 105-123 (2011)
dc.subject	Argumentation
dc.subject	Teacher Education
dc.subject	Chemistry Education
dc.subject	Science Education
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Developing Pre-Service Chemistry Teachers’ Understandings of Teaching through Argumentation
dc.type	article