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The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers' Academic Achievement And Scientific Research Skills

Year 2023, , 232 - 253, 25.10.2023
https://doi.org/10.55236/tuara.1349197

Abstract

This study aimed to determine the effect of cognitive apprenticeship enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills about environmental issues/problems. The study was conducted with 24 1st-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study is conducted mixed-methods research design. The data collection tool used in this research is an academic achievement test, open-ended question form for transferring knowledge to daily life, and students' video/photo, reflective diary protocol, scientific research proposal-article-poster, and Moodle discussion contents. The research found that pre-service teachers' academic achievement and scientific research skills improved. According to this result, it can be said that cognitive apprenticeship enriched argument-driven inquiry improved pre-service teachers' academic achievement related to the Environmental Education Course and their scientific research skills related to environmental topics and concepts.

Supporting Institution

Uluslararası Kıbrıs Üniversitesi

References

  • Ormancı, Ü, Kaçar, S. Özcan, E. & Balım, A. G. (2020). The effect of contemporary approaches education on prospective teachers' self-efficacy towards science teaching and TPACK self-confidence. International Journal of Curriculum and Instructional Studies, 10(1), 1-28. https://doi.org/10.31704/ijocis.2020.001

The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers' Academic Achievement And Scientific Research Skills

Year 2023, , 232 - 253, 25.10.2023
https://doi.org/10.55236/tuara.1349197

Abstract

This study aimed to determine the effect of cognitive apprenticeship enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills about environmental issues/problems. The study was conducted with 24 1st-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study is conducted mixed-methods research design. The data collection tool used in this research is an academic achievement test, open-ended question form for transferring knowledge to daily life, and students' video/photo, reflective diary protocol, scientific research proposal-article-poster, and Moodle discussion contents. The research found that pre-service teachers' academic achievement and scientific research skills improved. According to this result, it can be said that cognitive apprenticeship enriched argument-driven inquiry improved pre-service teachers' academic achievement related to the Environmental Education Course and their scientific research skills related to environmental topics and concepts.

References

  • Ormancı, Ü, Kaçar, S. Özcan, E. & Balım, A. G. (2020). The effect of contemporary approaches education on prospective teachers' self-efficacy towards science teaching and TPACK self-confidence. International Journal of Curriculum and Instructional Studies, 10(1), 1-28. https://doi.org/10.31704/ijocis.2020.001
There are 1 citations in total.

Details

Primary Language English
Subjects Development of Environmental Education and Programs
Journal Section Research Articles
Authors

Sevinç Kaçar 0000-0003-4288-592X

Early Pub Date October 13, 2023
Publication Date October 25, 2023
Published in Issue Year 2023

Cite

APA Kaçar, S. (2023). The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills. The Universal Academic Research Journal, 5(3), 232-253. https://doi.org/10.55236/tuara.1349197
AMA Kaçar S. The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills. The Universal Academic Research Journal. October 2023;5(3):232-253. doi:10.55236/tuara.1349197
Chicago Kaçar, Sevinç. “The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills”. The Universal Academic Research Journal 5, no. 3 (October 2023): 232-53. https://doi.org/10.55236/tuara.1349197.
EndNote Kaçar S (October 1, 2023) The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills. The Universal Academic Research Journal 5 3 232–253.
IEEE S. Kaçar, “The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills”, The Universal Academic Research Journal, vol. 5, no. 3, pp. 232–253, 2023, doi: 10.55236/tuara.1349197.
ISNAD Kaçar, Sevinç. “The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills”. The Universal Academic Research Journal 5/3 (October 2023), 232-253. https://doi.org/10.55236/tuara.1349197.
JAMA Kaçar S. The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills. The Universal Academic Research Journal. 2023;5:232–253.
MLA Kaçar, Sevinç. “The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills”. The Universal Academic Research Journal, vol. 5, no. 3, 2023, pp. 232-53, doi:10.55236/tuara.1349197.
Vancouver Kaçar S. The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers’ Academic Achievement And Scientific Research Skills. The Universal Academic Research Journal. 2023;5(3):232-53.