ABSTRACT

The aim of this study was to investigate pre-service science teachers’ development of the quality of written arguments using science writing heuristic approach and pre-service science teachers’ views about the science writing heuristic and its argument components in a General Biology Laboratory Course II. The study was carried out with 21 sophomore pre-service science teachers enrolled at a public university. A case study design was used and eight science writing heuristic approach experiments were implemented over 14 weeks. Data included a grading rubric to analyze pre-service science teachers’ written arguments and a survey to explore their views about the science writing heuristic approach and its components. Data gathered from the grading rubric were analyzed using ANOVA and data gathered from the survey were analyzed using content analysis. The results of the ANOVA analysis indicated that the quality of pre-service science teachers’ argumentative writing significantly increased over time. The survey results highlighted that the science writing heuristic approach increased pre-service science teachers’ research skills and contributed to their permanent learning. Moreover, the pre-service science teachers were able to make connections between components of the science writing heuristic approach and claim, evidence and reflection components were the most useful and challenging components.

摘要

本研究的目的是调查职前科学教师使用科学写作启发式方法对书面论证质量的发展，以及职前科学教师对普通生物学实验室课程 II 中的科学写作启发式及其论证成分的看法. 这项研究是在一所公立大学就读的 21 名大二职前科学教师进行的。使用案例研究设计，并在 14 周内实施了 8 个科学写作启发式方法实验。数据包括用于分析职前科学教师书面论点的评分标准和一项调查，以探索他们对科学写作启发式方法及其组成部分的看法。从评分量规收集的数据使用 ANOVA 进行分析，从调查收集的数据使用内容分析进行分析。方差分析的结果表明，职前科学教师的议论文写作质量随着时间的推移而显着提高。调查结果强调，科学写作启发式方法提高了职前科学教师的研究技能，并有助于他们的永久学习。此外，职前科学教师能够在科学写作启发式方法的组成部分之间建立联系，声称、证据和反思部分是最有用和最具挑战性的部分。调查结果强调，科学写作启发式方法提高了职前科学教师的研究技能，并有助于他们的永久学习。此外，职前科学教师能够在科学写作启发式方法的组成部分之间建立联系，声称、证据和反思部分是最有用和最具挑战性的部分。调查结果强调，科学写作启发式方法提高了职前科学教师的研究技能，并有助于他们的永久学习。此外，职前科学教师能够在科学写作启发式方法的组成部分之间建立联系，声称、证据和反思部分是最有用和最具挑战性的部分。