کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
364898 621096 2014 7 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course
ترجمه فارسی عنوان
استدلال علمی، دانش مفهومی و تفاوت های پیشرفت بین معلمان علمی آینده با تصور اشتباه متعارف و کسانی که دارای یک مفهوم علمی در یک دوره تحقیق مبتنی بر استدلال مبتنی بر
کلمات کلیدی
معلمان آینده پژوهی، استدلال، پرس و جو، استدلال علمی، دانش مفهومی، دستاورد
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• Holding a consistent misconception makes a difference in scientific reasoning (SR).
• Holding a consistent misconception makes difference in conceptual knowledge (CK).
• Argumentation instruction helps future teachers reduce CK and achievement gaps.
• Prospective science teachers developed their SR and CK during the course.

This study examined scientific reasoning, conceptual knowledge, and achievement differences between prospective science teachers who had a consistent misconception and those who had a scientific conception in an argumentation-based guided inquiry physics course. Results showed that there were scientific reasoning, situational knowledge and achievement differences between the two groups at the beginning of instruction. However instruction helped these groups reduce the situational knowledge and achievement gaps. On the other hand, scientific reasoning gap still existed after the instruction. Both groups developed their scientific reasoning, declarative knowledge, and situational knowledge during the course. In light of these results, the author recommends that research can use a categorization, which is having a consistent misconception or scientific conception, to examine the effect of instruction by comparing learning gains of these two groups. In addition the author recommends that argumentation-based guided inquiry approaches should be incorporated into science curriculum in early education years.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 30, February 2014, Pages 148–154
نویسندگان
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