通过基于论证的化学教学培养职前教师的论证自我效能感

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Chemistry Education Research and Practice Pub Date : 2024-04-22 DOI:10.1039/D3RP00337J
Pinar Seda Cetin, Gülüzar Eymur and Sumeyye Erenler
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引用次数: 0

摘要

本研究旨在考察基于论证的化学教学对职前教师(PSTs)论证自我效能的影响,以及他们对这一教学对其论证自我效能有效性的看法。这项探索性研究涉及一批职前教师,他们在任课教师的帮助下积极参与了一系列基于论证的化学活动,活动为期 11 周,每次活动持续 1 或 2 周。在探究化学主题(包括热量和温度、气体定律、物理和化学变化、溶解度、物质的独特性质、化学反应和酸碱)之前引入了论证。数据来源包括 "论证自我效能量表"、"提高自我效能教学评价调查 "和半结构式访谈。研究结果显示,经过 11 周以论证为基础的化学教学后,PST 对论证的自我效能感有所提高。这些结果表明,如果在教学中结合论证原则,小学生可以显著提高他们的论证自我效能感。
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The development of pre-service teachers’ argumentation self-efficacy through argumentation-based chemistry instruction

This research aimed to examine the impact of argumentation-based chemistry instruction on the argumentation self-efficacy of pre-service teachers' (PSTs’) and their perceptions regarding the effectiveness of this instruction on their argumentation self-efficacy. This exploratory study involved a cohort of PSTs who actively participated in a series of argumentation-based chemistry activities facilitated by their classroom teacher over an 11-week period, with each activity spanning 1 or 2 weeks. The introduction of argumentation preceded the exploration of chemistry topics, including heat and temperature, gas laws, physical and chemical change, solubility, distinctive properties of matter, chemical reactions, and acids-bases. Data sources comprised the self-efficacy scale for argumentation, the evaluation of instruction for enhancing self-efficacy survey, and semi-structured interviews. The findings revealed an increase in PSTs' self-efficacy for argumentation after 11 weeks of argumentation-based chemistry instruction. These results suggest that PSTs can significantly enhance their self-efficacy for argumentation when provided with instruction tailored to incorporate argumentation principles.

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来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
期刊最新文献
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