The Impact of a Socioscientific Argumentation Education on the Preservice Science Teachers' Knowledge Levels and Willingness to Act towards Mitigating Climate Change
Project no. 28527 · Status: Kapanmış · 2023
Summary
<p>The purpose of this research is to investigate the impact of socio-scientific argumentation applications on the knowledge levels and willingness to take action of prospective science teachers regarding climate change. In this context, 24 preservice teachers enrolled in science teacher education programs across Türkiye participated in online training activities held for 4 days. Open-ended and structured questions were used to determine the knowledge levels and willingness to take action of the prospective teachers. Rubrics were employed in the analysis of open-ended domain knowledge questions, descriptive statistics were used for the rating of willingness to take action in specified questions, and content analysis was utilized to determine the justifications for questions where reasons were requested. The research results indicated a significant difference in domain knowledge among teacher candidates after the training, an increase in willingness to take action, and a correlation between justifications and a greater level of domain knowledge. Recommendations for teacher education and future research are provided.</p>