CHALLENGES OF PRE-SERVICE PHYSICS TEACHERS IN ARGUMENT-DRIVEN INQUIRY ACTIVITIES

Date

2024-1-26

Author

Demirtaş, Dilber

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

168
views

411
downloads

Cite This

This study aimed to investigate challenges faced by pre-service physics teachers (PPTs) in an online course based on Argument-Driven Inquiry (ADI) as they acted as learners, planners, and instructors. An undergraduate elective course was redesigned for this purpose. The course, which is structured into learning, preparation, and teaching phases, involved four weekly hours during the fall semester of the 2020-2021 academic year. Analyzing challenges faced by the three lowest-achieving students in all phases enhanced understanding of PPTs’ struggles with ADI. The study employed a qualitative approach, utilizing video recordings, course materials filled by/prepared by the participants, reflection papers, and interviews for data collection. A meticulous data analysis, following the constant comparative method, uncovered intricate challenges during the learning, preparation, and teaching phases of ADI. The findings reveal a number of issues related to different aspects of ADI, namely claims, empirical and theoretical data, empirical and theoretical warrant, and empirical rebuttal. Noteworthy is the finding that these challenges are content-dependent, suggesting that proficiency in one phase does not guarantee success in others. Implications emphasize the need for a holistic approach in teacher preparation, ongoing professional development, and curriculum design, addressing interconnected challenges and acknowledging the content and/or context dependency of skill development. Depagogical approaches tailored based on the challenges and specialized guidance are advocated, emphasizing the unique challenges encountered during the ADI activities The study contributes valuable insights to science education practices, urging educators and policymakers to consider the identified challenges for effective ADI implementation.

Subject Keywords

Argumentation, Inquiry, Argument-Driven Inquiry, Challenges, Pre-service Physics Teachers

URI

https://hdl.handle.net/11511/108515

Collections

Graduate School of Natural and Applied Sciences, Thesis