Science Teachers' Use of Argumentation Instructional Model: Linking PCK of Argumentation, Epistemological Beliefs, and Practice

Autor/inn/en	Sengul, Ozden; Enderle, Patrick James; Schwartz, Renee S.
Titel	Science Teachers' Use of Argumentation Instructional Model: Linking PCK of Argumentation, Epistemological Beliefs, and Practice
Quelle	In: International Journal of Science Education, 42 (2020) 7, S.1068-1086 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sengul, Ozden) ORCID (Enderle, Patrick James) ORCID (Schwartz, Renee S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1748250
Schlagwörter	Science Teachers; Pedagogical Content Knowledge; Persuasive Discourse; Beliefs; Epistemology; Teaching Methods; Urban Schools; Faculty Development; Program Effectiveness; Secondary School Teachers; Summer Programs + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Persuasion; Persuasive Kommunikation; Belief; Glaube; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sommerkurs
Abstract	This study aimed to explore the relationship between science teachers' pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and classroom practices. Participants were three urban science teachers who were selected among 12 teachers from a professional development (PD) program focusing on Argument-Driven Inquiry (ADI) instructional model. These three teachers completed PCK of argumentation assessments; they were observed while implementing the argumentation investigations and reflected on and interviewed about their teaching experiences after each enactment and at the end of the study. The findings illustrate that these teachers experience positive shifts in their PCK of argumentation; a teacher with evaluativist epistemological beliefs has high-quality PCK of argumentation, which is reflected in her teaching practices aligning with the expectations of the ADI model. However, if teachers' epistemology included multiplist elements, they modify the ADI investigations even though they have improved their PCK of argumentation. This finding addresses how teachers' epistemological beliefs are connected to their teaching actions. The results show that different aspects of epistemological beliefs and PCK of argumentation are linked to teachers' use of argumentation investigations. The paper discusses the implications for science education and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01