Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences

Feral Ogan-Bekiroglu; Mehmet Aydeniz

doi:10.12973/eurasia.2013.932a

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Feral Ogan-Bekiroglu ¹ ^* , Mehmet Aydeniz ²

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¹ Marmara Üniversitesi, TURKEY² The University of Tennessee, USA^* Corresponding Author

Abstract

This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers’ perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program at a Turkish university. The results showed that the intervention had a positive impact on participants’ self-efficacy to teach science through argumentation. More specifically, pre-service teachers who participated in this study: 1) viewed argumentation as a pedagogical tool that can help students to engage in meaningful learning, 2) reported high self-efficacy to teach science through argumentation and 3) indicated high motivation to teach science through argumentation in their future classrooms. In spite of these positive outcomes, participants shared their hesitations to teach science through argumentation as well. The implications of these findings for teacher education, teacher induction and future research are discussed.

Keywords

science teachers` beliefs
student teachers` beliefs
science teacher education in Georgia

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 9, Issue 3, 2013, 233-245

https://doi.org/10.12973/eurasia.2013.932a

Publication date: 14 Dec 2013

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Article Downloads: 1337

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How to cite this article

APA

Ogan-Bekiroglu, F., & Aydeniz, M. (2013). Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences. Eurasia Journal of Mathematics, Science and Technology Education, 9(3), 233-245. https://doi.org/10.12973/eurasia.2013.932a

Vancouver

Ogan-Bekiroglu F, Aydeniz M. Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences. EURASIA J Math Sci Tech Ed. 2013;9(3):233-45. https://doi.org/10.12973/eurasia.2013.932a

AMA

Ogan-Bekiroglu F, Aydeniz M. Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences. EURASIA J Math Sci Tech Ed. 2013;9(3), 233-245. https://doi.org/10.12973/eurasia.2013.932a

Chicago

Ogan-Bekiroglu, Feral, and Mehmet Aydeniz. "Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 3 (2013): 233-245. https://doi.org/10.12973/eurasia.2013.932a

Harvard

Ogan-Bekiroglu, F., and Aydeniz, M. (2013). Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences. Eurasia Journal of Mathematics, Science and Technology Education, 9(3), pp. 233-245. https://doi.org/10.12973/eurasia.2013.932a

MLA

Ogan-Bekiroglu, Feral et al. "Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 3, 2013, pp. 233-245. https://doi.org/10.12973/eurasia.2013.932a