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Asenkron Yansıtma ve Tartışmanın Öğretmen Adaylarının COVID-19 Pandemisi Hakkındaki Argümanları Değerlendirmesine Etkisi

Year 2023, Volume: 40-2 Issue: 1, 53 - 73, 10.10.2023
https://doi.org/10.52597/buje.1186711

Abstract

Öğretmen adayları, bilgiyi eleştirel olarak değerlendiren geleceğin vatandaşlarının yaratılmasında kilit rol oynamaktadır. Bu nedenle, bu çalışma, COVID-19 ile ilgili iki tartışmalı konuyu öğretmen adaylarının kanıtların ve kanıt kaynaklarının güvenilirliği üzerine asenkron yansıtma ve tartışma öncesi ve sonrasında değerlendirme yeteneklerini araştırmıştır. Çalışmaya, Türkiye’de özel bir üniversitenin Eğitim Fakültesi İngilizce Öğretmenliği Programında öğrenim gören on sekiz ikinci sınıf öğrencisi katılmıştır. COVID-19 ile ilgili argümanları tartıştıkları ön ve son ödevleri analiz edilmiştir. Çalışmanın sonuçları, asenkron yansıtma ve tartışmanın, öğretmen adaylarının eleştirel değerlendirmeleri açısından olumlu etkilerini ortaya koymaktadır. Sonuçlar, argümantasyon becerilerinin geliştirilmesi açısından öğretmen eğitimi programlarında ve öğretmen eğitim araştırmalarında daha fazla uygulama önerileri sunmaktadır.

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The Impact of Asynchronous Reflection and Discussion on Pre-Service Teachers’ Evaluation of Arguments about the COVID-19 Pandemic

Year 2023, Volume: 40-2 Issue: 1, 53 - 73, 10.10.2023
https://doi.org/10.52597/buje.1186711

Abstract

Pre-service teachers (PSTs) play a key role in creating future citizens who critically evaluate information. Therefore, this study investigated PSTs’ ability to evaluate two controversial topics about COVID-19 before and after asynchronous reflection and discussion on the trustworthiness of evidence and credibility of sources of evidence. Eighteen sophomores who studied in the English Language Teacher Education Program in the Faculty of Education at a private university in Turkey participated in the study. Their pre- and post-assignments, in which they discussed arguments about COVID-19, were analyzed. The results of the study reveal the positive impact of asynchronous reflection and discussion to facilitate PSTs’ critical evaluation. The results suggest further implications in teacher education programs and teacher education research for promoting argumentation skills.

References

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  • Burns, A., Holford, P., & Andronicos, N. (2020). Enhancing understanding of foundation concepts in first year university STEM: Evaluation of an asynchronous online interactive lesson. Interactive Learning Environments, 30(7), 1170-1182. https://doi.org/10.1080/10494820.2020.1712426
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  • Choi, A. & Hand, B. (2020). Students’ construct and critique of caims and evidence through online asynchronous discussion combined with in-class discussion. International Journal of Science and Mathematics Education, 18, 1023–1040. https://doi.org/10.1007/s10763-019-10005-4
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  • Del Vicario, M., Bessi, A., Zollo, F., Petroni, F., Scala, A., Caldarelli, G., Stanley, H. E. & Quattrociocchi, W. (2016). The spreading of misinformation online. Proceedings of the National Academy of Sciences of the United States of America, 113(3), 554–559. https://doi.org/10.1073/pnas.1517441113
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  • Erduran, S., Kaya, E., & Çetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Boğaziçi Üniversitesi Eğitim Dergisi, 33(1), 5-25. https://dergipark.org.tr/en/pub/buje/issue/29688/319294
  • Farina, W. J. & Bodzin, A. M. (2018). Effectiveness of an asynchronous online module on university students’ understanding of the Bohr model of the hydrogen atom. Journal of Science Education and Technology, 27, 256–269. https://doi.org/10.1007/s10956-017-9722-0
  • Fettahlıoğlu, P. & Aydoğdu, M. (2020). Developing environmentally responsible behaviours through the implementation of argumentation- and problem-based learning models. Research in Science Education, 50, 987–1025. https://doi.org/10.1007/s11165-018-9720-0
  • Galikyan, I., & Admiraal, W. (2019). Students’ engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance. The Internet and Higher Education, 43, 100692. https://doi.org/10.1016/j.iheduc.2019.100692
  • Gerard, L., Wiley, K., Debarger, A.H. et al. (2021). Self-directed science learning during COVID-19 and beyond. Journal of Science Education and Technology, 31(2), 258-271. https://doi.org/10.1007/s10956-021-09953-w
  • Howell, D. C. (2009). Statistical methods for psychology. 7th Edition. Cengage Learning.
  • Huang, C. J., Chang, C. S., Chen, H. M., Tseng, J. H., & Chien, S. Y. (2015). A group intelligence-based asynchronous argumentation learning-assistance platform. Interactive Learning Environments, 24(7), 1408-1427. https://doi.org/10.1080/10494820.2015.1016533
  • Iordanou, K. & Constantinou, C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education, 99(2), 282-311. https://doi.org/10.1002/sce.21152
  • Jamison, A. M, Broniatowski, D. A., & Quinn, S. C. (2019). Malicious actors on Twitter: A guide for public health researchers. American Journal of Public Health 109(5), 688–692. https://doi.org/10.2105/AJPH.2019.304969 Gill, A. A., & Janjua, F. (2020). Genre pedagogy and ELLs’ writing skills: A theme analysis. English Language Teaching, 13(8), 141-151. https://doi.org/10.5539/elt.v13n8p141
  • Kampourakis, K. (2018). Science and uncertainty. Science & Education, 27(9), 829–830. https://doi.org/10.1007/s11191-018-0019-3
  • Kampourakis, K. & McCain, K. (2019). Uncertainty: How it makes science advance. Oxford University Press.
  • Kapici, H.O., Akcay, H., & Koca, E.E. (2021). Comparison of the quality of written scientific arguments in different laboratory environments. International Journal of Science and Mathematics Education, 20(1), 69-88. https://doi.org/10.1007/s10763-020-10147-w
  • Kemp, N. (2020). University students’ perceived effort and learning in face-to-face and online classes. Journal of Applied Learning & Teaching, 3(1), 69-77. https://doi.org/10.37074/jalt.2020.3.s1.14
  • Kienhues, D., Jucks, R., & Bromme, R. (2020). Sealing the gateways for post-truthism: reestablishing the epistemic authority of science. Educational Psychologist, 55(3), 144–154. https://doi.org/10.1080/00461520.2020.1784012
  • Kim, N. J., Vicentini, C. R., & Belland, B. R. (2021). Influence of scaffolding on information literacy and argumentation skills in virtual field trips and problem-based learning for scientific problem solving. International Journal of Science and Mathematics Education, 20(2), 215-236. https://doi.org/10.1007/s10763-020-10145-y
  • Kuhn, D. & Lerman, D. (2021) Yes but: Developing a critical stance toward evidence, International Journal of Science Education, 43(7), 1036-1053. https://doi.org/10.1080/09500693.2021.1897897
  • Lamb, R. L. & Etopio, E. (2019). Virtual reality simulations and writing: a neuroimaging study in science education. Journal of Science Education and Technology, 28, 542–552. https://doi.org/10.1007/s10956-019-09785-9
  • Lang, F., Kammerer, Y., Oschatz, K., Stürmer, K, & Gerjets, P. (2020). The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies. International Journal of Science Education, 42(3), 350-371. https://doi.org/10.1080/09500693.2019.1710875
  • Leow, R. P, Thinglum, A., Havenne, M., & Tseng, R. (2022). Bridging the gap between researchers and teachers: A curricular perspective. The Modern Language Journal, 106(3), 564-582. https://doi.org/10.1111/modl.12799
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There are 63 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Original Articles
Authors

Deniz Sarıbaş 0000-0002-4839-7858

Early Pub Date September 6, 2023
Publication Date October 10, 2023
Published in Issue Year 2023 Volume: 40-2 Issue: 1

Cite

APA Sarıbaş, D. (2023). The Impact of Asynchronous Reflection and Discussion on Pre-Service Teachers’ Evaluation of Arguments about the COVID-19 Pandemic. Bogazici University Journal of Education, 40-2(1), 53-73. https://doi.org/10.52597/buje.1186711