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http://dx.doi.org/10.14697/jkase.2013.33.7.1329

A Study on the Change of the Beginning Science Teachers' Beliefs About a Lesson and Teaching Practice in Argument-Based Inquiry Using Science Writing  

Kwon, Jeongin (Pusan National University)
Nam, Jeonghee (Pusan National University)
Publication Information
Journal of The Korean Association For Science Education / v.33, no.7, 2013 , pp. 1329-1342 More about this Journal
Abstract
The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.
Keywords
argument-based inquiry; science writing; teachers' beliefs; beginning science teacher;
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Times Cited By KSCI : 3  (Citation Analysis)
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