Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research

Download

index.pdf

Date

2014

Author

Özdem Yılmaz, Yasemin

Metadata

Show full item record

Item Usage Stats

292
views

137
downloads

The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school science teacher, 2 high school science teachers and 4 graduate students, who were all pursuing a graduate degree in science education. The study comprised two parts: The first part reported the design, implementation and evaluation of a graduate course, named as “Argumentation in Science Teaching and Learning”. Educational design research methodology was applied to achieve the professional development of science teachers. The audio-recorded course sessions, post-interviews, and participants’ written materials were constituted the data. The results revealed the elements of an effective design solution. Moreover, the results demonstrated that the design solution contributed to the participants’ understanding of argumentation, and all participants had meta-level knowledge of argumentation in science education. The second part was the exploration of the participants’ instructional strategies on argumentation based lessons. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed six typology named as argumentation specific pedagogical knowledge, meta level pedagogical knowledge specific to argumentation, general pedagogical knowledge, meta level general pedagogical knowledge, meta-strategic knowledge, and meta-strategic knowledge specific to argumentation.

Subject Keywords

Science, Science teachers, Teaching, Learning, Psychology of., Education, Elementary.

URI

http://etd.lib.metu.edu.tr/upload/12618209/index.pdf
https://hdl.handle.net/11511/24220

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
The Interrelation between pre-service science teachers' conceptions of teaching and learning, learning approaches and self-efficacy beliefs Saçıcı, Semra; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2013) This study examined preservice science teachers’ conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers’ conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preserv...
Integrating STEM Education: Perceived barriers and facilitators Taşcı, Duygu; Öztekin, Ceren (null; 2017-05-21) The purpose of this research is to uncover obstacles science teachers face regarding integrating STEM in their science course. Data were mainly gathered from 4 experienced science teachers through in depth interviews. They were also requested to draw a picture of their visualization of STEM and they were asked explain their drawings, data were then analyzed by categorizing barriers avoiding STEM integration. Three categories were emerged as teacher-oriented barriers, students-oriented barriers and situation...
Content analysis of 9th grade physics curriculum, textbook, lessons with respect to science process skills Yılmaz Senem, Beril; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to investigate the extent in which science process skills are included in 9th grade physics curriculum (TTKB, 2011), 9th grade physics textbook (MONE, 2010) and 9th grade physics lessons. Moreover, it investigates to what degree the curriculum, the textbook and physics lessons were consistent with the inclusion of science process skills. A content analysis was conducted to the curriculum, textbook and observation of three physics teachers’ lessons. Science Process Skills Questio...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum Alici, Sule; Alan, Havva Ayça (2022-01-01) In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...

Citation Formats

Y. Özdem Yılmaz, “Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.