标题：Effect of the Argumentation-Supported PBL on the Determination of Pre-Service Science Teachers' Misconceptions about the Particulate, Space, and Motion Nature of Matter
期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2021
卷号：13
期号：4
页码：1069-1088
语种：English
出版社：IOJES
摘要：Argumentation, which is defined as a process in which students work in groups using their problem-solving skills to support a result or refute counter claims, and where evidence and theories are found, has become important in the Turkish education system, especially in terms of scientific literacy and science teaching (Ministry of National Education, 2018). Within the scope of the study, the effect of the argumentation supported problem-based learning method on the detection of the misconceptions of the students studying in the Department of Science Education about "Particulate, Space and Motion Natures of Matter" was examined. Based on this main purpose, a case study was applied in the study, one of the qualitative research methods. The study group of the research consists of 22 pre-service science teachers. According to the data obtained at the end of the study, it was observed that pre-service teachers structured non-scientific claims, could not provide sufficient justification, and could not use their refutation skills adequately.
关键词：Argumentation supported teaching;problem based learning;pre-service science teacher;particulate space;motion natures of matter
