文章基本信息

标题：THE EFFECTS OF INQUIRY SUPPORTED BY ARGUMENT MAPS ON SCIENCE PROCESS SKILLS AND EPISTEMOLOGICAL VIEWS OF PROSPECTIVE SCIENCE TEACHERS
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作者：Gül Ünal Çoban
期刊名称：Journal of Baltic Science Education
印刷版ISSN：1648-3898
出版年度：2015
期号：3259
页码：271-288
出版社：Scientia Socialis
摘要：Situating arguments as a central element in the design of inquiry learning environments is important for engaging learners in the coordination of conceptual and epistemological goals. The purpose of this study was to find out the effects of inquiry based laboratory activities which are supported by argument maps on the prospective science teachers’ science process skills and epistemological views. A quasi experimental research was conducted with sixty 3rd grade prospective science teachers of a faculty of education in Turkey for over 3 months. The results displayed that although the inquiry supported by argument maps had significantly affected the science process skills of prospective science teachers’, it did not affect their epistemological views. It is thought that it may take some time and special efforts to see the effects of inquiry supported by argument maps on the epistemological views of prospective science teachers.