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

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.

Keywords

• Cognitive Apprenticeship
• Argument-Driven Inquiry
• Environmental Education

References

1. 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