JOURNAL BROWSE
Search
Advanced SearchSearch Tips
Pre-Service Science Teachers` Understanding and Views of Argument-Based Inquiry Approach
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
Pre-Service Science Teachers` Understanding and Views of Argument-Based Inquiry Approach
Choi, Aeran;
  PDF(new window)
 Abstract
This study was designed to explore pre-service secondary science teachers` understanding and views of argument-based inquiry approach. Participants were 17 pre-service secondary science teachers enrolled in chemistry curricular materials and teaching methods course for majors in the college of education at a university in Seoul. Main data sources included each student responses to an open ended survey and individual interviews. Data analyses indicated that the pre-service teachers had very limited and biased understanding on scientific inquiry at the beginning of the semester. While the pre-service teachers understood that scientific inquiry should be an essential component of science teaching, a few pre-service teachers mentioned `argumentation` or `discussions` when they defined what scientific inquiry is. The majority of the pre-service teachers mentioned that science should be taught through scientific inquiry since science is inquiry itself. However, the pre-service teachers expressed several potential barriers and their concerns on implementing argumentation in scientific inquiry. While they concerned about students` lack of participation at the beginning of the semester, they concerned more about the teachers` ability of leading student argumentation at the end of the semester.
 Keywords
Pre-service teacher education;Argument-based inquiry approach;
 Language
Korean
 Cited by
 References
1.
Bricker, L.; Bell, P. Science Education 2008, 92, 473. crossref(new window)

2.
Driver, R.; Newton, P.; Osborne, J. Science Education 2000, 84, 287. crossref(new window)

3.
Duschl, R. A. Restructuring Science Education: The Importance of Theories and Their Development; Teacher's College Press: New York, 1996.

4.
Ford, M. Science & Education 2008, 17, 147. crossref(new window)

5.
Kuhn, D. Science Education, 1993, 77, 319. crossref(new window)

6.
National Research Council(NRC). National Science Education Standards; National Academy Press: Washington, D.C., 1996.

7.
National Research Council (NRC). Inquiry and the National Science Education Standards; National Academy Press: Washington, D.C., 2000.

8.
National Research Council (NRC). Next Generation Science Standards: National Academy Press: Washington, D.C., 2013.

9.
Asay, L. D.; Orgill, M. Journal of Science Teacher Education 2010, 21, 57. crossref(new window)

10.
Lee, H. Y.; Cho, H. J.; Sohn, J. J. Journal of the Korean Association for Science Education 2009, 29(6), 666.

11.
Abd-El-Khalick, F.; Boujaoude, S.; Duschl, R.; Lederman, N. G.; Mamlock-Naaman, R.; Hofstein, A.; Niaz, M.; Treagust, D.; Tuan, H.-L. Science Education 2004, 88, 397. crossref(new window)

12.
Kang, N. H.; Wallace, C. S. Science Education 2005, 89, 140. crossref(new window)

13.
Kang, N. H.; Orgill, M.; Crippen, K. J. Journal of Science Teacher Education 2008, 19, 337. crossref(new window)

14.
Keys, C. W; Kennedy, V. Journal of Science Teacher Education 1999, 10, 315. crossref(new window)

15.
Sampson, V.; Blanchard, M. R. Journal of Research in Science Teaching 2012, 49(9), 1122. crossref(new window)

16.
Crawford, B. A. Journal of Research in Science Teaching 2000, 37, 916. crossref(new window)

17.
Lakshmanan, A; Heath, B.; Perlmutter, A.; Elder, M. Journal of Research in Science Teaching 2011, 48(5), 534. crossref(new window)

18.
McNeill, K.; Knight, A. Science Education 2013, 97, 936.

19.
Fogleman, J.; McNeil, K.; Krajcik, J. Journal of Research in Science Teaching 2011, 48, 149. crossref(new window)

20.
Osborne, J.; Erduran, S.; Simon, S. Journal of Research in Science Teaching 2004, 41(10), 994. crossref(new window)

21.
Osborne, J.; Simon, S.; Christodoulou, A.; Howell-Richardson, C.; Richardson, K. Journal of Research in Science Teaching 2013, 50(3), 315. crossref(new window)

22.
Simon, S.; Erduran, S.; Osborne, J. International Journal of Science Education 2006, 28(2-3), 235. crossref(new window)

23.
Windschitl, M. Journal of Research in Science Teaching 2004, 41, 481. crossref(new window)

24.
McNeill, K.; Krajcik, J. Journal of Research in Science Teaching 2008, 45(1), 53. crossref(new window)

25.
McNeill, K.; Pimentel, D. S. Science Education 2010, 94, 203.

26.
Pimentel, D.; McNeill, K. Science Education 2013, 97, 367. crossref(new window)

27.
Shin, J. W.; Choi, A. Journal of the Korean Association for Science Education 2014, 34(2), 107. crossref(new window)

28.
Cavagnetto, A. Review of Educational Research 2010, 80(3), 336. crossref(new window)

29.
Keys, C. W.; Hand, B.; Prain, V.; Collins, S. Journal of Research in Science Teaching 1999, 36(10), 1065. crossref(new window)

30.
Strauss, A.; Corbin, J. Basics of Qualitative Research: Grounded Theory Procedures and Techniques, 2nd ed.; Sage: Newbury Park, 1990.