Resistance to dialogic discourse in SSI teaching: The effects of an argumentation‐based workshop, teaching practicum, and induction on a preservice science teacher
Yazarlar (3)
Ahmet Kılınç Bursa Uludağ Üniversitesi, Türkiye
Prof. Dr. Ümit DEMİRAL Kırşehir Ahi Evran Üniversitesi, Türkiye
Prof. Dr. Tezcan KARTAL Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Journal of Research in Science Teaching (Q4) | ||
| Dergi ISSN | 0022-4308 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2017 |
| Kabul Tarihi | 12-04-2026 | Yayınlanma Tarihi | – |
| Cilt / Sayı / Sayfa | 54 / 6 / 764–789 | DOI | 10.1002/tea.21385 |
| Makale Linki | https://doi.org/10.1002/tea.21385 | ||
| Özet |
| Teaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present single‐case study was to investigate the nature of this resistance in a preservice science teacher (PST) (Duygu). We longitudinally followed preservice teachers through 1 year of their continuum of professional development (CPD). We administered a questionnaire including vignettes representing two types of discourse (monologic and dialogic) in SSI teaching; the participants selected one of the vignettes at four different points in their CPD: before an argumentation‐based workshop (N = 122), after the workshop (N = 6), after a SSI‐based teaching practicum (N = 5), and … |
| Anahtar Kelimeler |
| dialogic discourse | preservice science teachers | resistance to change | socioscientific issues |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 175 |
| Scopus | 24 |
| Web of Science | 57 |