THE EFFECTS OF INQUIRY SUPPORTED BY ARGUMENT MAPS ON SCIENCE PROCESS SKILLS AND EPISTEMOLOGICAL VIEWS OF PROSPECTIVE SCIENCE TEACHERS

Gül Ünal Çoban

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THE EFFECTS OF INQUIRY SUPPORTED BY ARGUMENT MAPS ON SCIENCE PROCESS SKILLS AND EPISTEMOLOGICAL VIEWS OF PROSPECTIVE SCIENCE TEACHERS

Title	THE EFFECTS OF INQUIRY SUPPORTED BY ARGUMENT MAPS ON SCIENCE PROCESS SKILLS AND EPISTEMOLOGICAL VIEWS OF PROSPECTIVE SCIENCE TEACHERS
Publication Type	Journal Article
Year of Publication	2013
Authors	Çoban, ÜGül
Journal	Journal of Baltic Science Education
Volume	12
Issue	3
Start Page	271-288
Date Published	September/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1054460
Keywords	argument mapping, inquiry, Prospective Science Teachers
Abstract	Situating arguments as a central element in the design of inquiry learning environments is important for engaging learners in the coordination of conceptual and epistemological goals. The purpose of this study was to find out the effects of inquiry based laboratory activities which are supported by argument maps on the prospective science teachers’ science process skills and epistemological views. A quasi experimental research was conducted with sixty 3rd grade prospective science teachers of a faculty of education in Turkey for over 3 months. The results displayed that although the inquiry supported by argument maps had significantly affected the science process skills of prospective science teachers’, it did not affect their epistemological views. It is thought that it may take some time and special efforts to see the effects of inquiry supported by argument maps on the epistemological views of prospective science teachers.
URL	http://oaji.net/articles/2015/987-1425807916.pdf
DOI	10.33225/jbse/13.12.271
Refereed Designation	Refereed
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