Abstract

ABSTRACT The purpose of the present study was to reveal the effectiveness of the Nature of Science (NOS) embedded in Argument-Driven Inquiry (ADI) instructional method on pre-service science teachers’ (PSTs) content knowledge and self-efficacy in evolution theory. The study was a mixed-method study in which the qualitative data collection and analysis was conducted after the quantitative. In the first part of the study, a pre-post intervention design was used as a part of quasi-experimental study and in the second part, semi-structured interviews were conducted to deepen understanding of the results of the intervention. The participants of study consist of 36 PSTs who attended a public university in the north of Turkey. The findings showed that the NOS embedded in the ADI instructional method was effective for increasing content knowledge and self-efficacy and decreasing misconceptions in evolution. However, there were no differences in PSTs’ beliefs with respect to creationist views after intervention.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call