Literaturnachweis - Detailanzeige
| Autor/in | Arsal, Zeki |
|---|---|
| Titel | The Impact of Inquiry-Based Learning on the Critical Thinking Dispositions of Pre-Service Science Teachers |
| Quelle | In: International Journal of Science Education, 39 (2017) 10, S.1326-1338 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2017.1329564 |
| Schlagwörter | Inquiry; Teaching Methods; Critical Thinking; Thinking Skills; Preservice Teachers; Science Teachers; Science Education; Foreign Countries; Quasiexperimental Design; Experimental Groups; Control Groups; Comparative Analysis; Pretests Posttests; Measures (Individuals); Statistical Analysis; Turkey; California Critical Thinking Disposition Inventory |
| Abstract | In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers' critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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