文章基本信息

标题：STEM Education Practices: Examination of the Argumentation Skills of Pre-service Science Teachers
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作者：Ibrahim Erdogan ; Ayse Ciftci ; Bekir Yıldırım 等
期刊名称：Journal of Education and Practice
印刷版ISSN：2222-288X
电子版ISSN：2222-288X
出版年度：2017
卷号：8
期号：25
页码：164-173
语种：English
出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：The aim of this research is to examine the pre-service science teachers’ progress in structuring their argumentation components during the STEM education practices. In the research were worked with 9 pre-service science teachers who are 3rd grade students and took the course of 'Science Laboratory Practices' in a state university. The research is a case study. In the research, structured and unstructured activities were applied for 9 weeks. In structured practices, instructions were followed to show how simple machines are constructed. Unstructured practices were based on the design of pre-service science teachers. The data of the research is obtained through voice recordings, unstructured observation. Argumentation components were examined according to the descriptive analysis approach. As a result of analysis of obtained data; pre-service science teachers have made great progress in constructing argumentation components (claim, evidence, reasoning and rebuttal), and the average score of the rebuttal was found to be lower than the other components. The results obtained from this study demonstrate that STEM education is an effective approach to improving the argumentation skill. Argumentation takes part in engineering design processes which have great importance in STEM practices; given its major role in identifying problems, development of possible solutions and determination, evaluation and discussion of most plausible ones. Therefore argumentation approach can be included as part of STEM education.
其他摘要：The aim of this research is to examine the pre-service science teachers’ progress in structuring their argumentation components during the STEM education practices. In the research were worked with 9 pre-service science teachers who are 3rd grade students and took the course of 'Science Laboratory Practices' in a state university. The research is a case study. In the research, structured and unstructured activities were applied for 9 weeks. In structured practices, instructions were followed to show how simple machines are constructed. Unstructured practices were based on the design of pre-service science teachers. The data of the research is obtained through voice recordings, unstructured observation. Argumentation components were examined according to the descriptive analysis approach. As a result of analysis of obtained data; pre-service science teachers have made great progress in constructing argumentation components (claim, evidence, reasoning and rebuttal), and the average score of the rebuttal was found to be lower than the other components. The results obtained from this study demonstrate that STEM education is an effective approach to improving the argumentation skill. Argumentation takes part in engineering design processes which have great importance in STEM practices; given its major role in identifying problems, development of possible solutions and determination, evaluation and discussion of most plausible ones. Therefore argumentation approach can be included as part of STEM education. Keywords: STEM education, argumentation, science education, pre-service science teachers
关键词：STEM education; argumentation; science education; pre-service science teachers