Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium
Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium
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课堂辩论练习：职前教师对化学平衡的概念理解
DOI：
10.1080/09500693.2013.770935
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发表时间：
2013
影响因子：
2.3
通讯作者：
E. Kaya
中科院分区：
文献类型：
--
作者：
E. Kaya
本研究旨在探讨论证练习对职前教师化学平衡理解的影响。样本包括100名职前教师在两个班的公立大学。其中一个班被随机分配为实验组，另一个班被随机分配为控制组。实验组采用讨论式教学法讲授化学平衡，并鼓励学生积极参与课堂教学。然而，在控制组中，教师通过使用讲课方法教授相同的主题，而不进行辩论活动。化学平衡概念测试和书面论证调查管理的所有参与者，以评估他们的概念理解和他们的论点的质量，分别。协方差分析的结果表明，论证的做法显着提高了概念理解的实验组相比，控制组。此外，研究结果表明，职前教师接触到的论证实践后，比那些在控制组的指导更多的质量论点。基于这些结果，可以得出结论，基于辩论实践的教学是有效的概念教学在科学教育。因此，除了中小学教育外，教师教育中也应该明确教授论证。
This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.