Exploring Pre-Service Teachers’ Argumentation Skills, Socioscientific Issues (Ssi) Related Knowledge And Pedagogical Content Knowledge
The objectives of this study were to explore the changes in pre-service teachers’ argumentation skills, socio scientific issue (SSI)-related knowledge and pedagogical content knowledge (PCK) upon progressive exposure to SSI-based projects. This qualitative study was carried out with sixteen pre-s...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 语言: | English |
| 出版: |
2018
|
| 主题: | |
| 在线阅读: | http://eprints.usm.my/49390/1/RAJESWARI%20VELLU%20PILLAI_hj.pdf |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | The objectives of this study were to explore the changes in pre-service teachers’
argumentation skills, socio scientific issue (SSI)-related knowledge and pedagogical
content knowledge (PCK) upon progressive exposure to SSI-based projects. This
qualitative study was carried out with sixteen pre-service science teachers from a
Teacher Training Institute in Malaysia. At the time of study, these students were in the
final year of the Bachelor of Teaching Degree Programme. SSI-based projects were
implemented as a component of Science Technology and Society course in five topics
over a period of one semester. Implementation of SSI-based projects is highly relevant
with the context studied as these students will be joining the primary teaching
profession after completing this course. As there is strong evidence that pre-service
teachers have the power to access multiple number of students across different grades
and levels throughout their career, educating these groups of students on SSIs is
imperative. Argumentation skills and the knowledge were explored using open-ended
tests, interviews and observations. PCK was explored using open-ended tests and
interviews. Argumentation skills was analysed using Toulmin’s Argumentation Pattern
and Erduran’s five levels of argumentation skills. Thematic analysis was carried out to
analyse acquired SSI related knowledge and PCK about SSI-based projects.
Triangulation of the findings obtained from all the three measures indicate that the preservice
teachers acquired improved argumentation skills and SSI related knowledge
progressively after experiencing a series of five projects on SSI. The acquired SSI
related knowledge was also in line with the required content knowledge of the STS
curriculum. |
|---|