For many years, science educators have focused on science education reforms in order to engage students in the discourses and practices of argumentation in science subjects (Erduran & Jimenez-Aleixandre, 2008; Sampson & Blanchard, 2012; Zembal-Saul, 2009). It has been assumed that when students engage in well-structured discourse, they are also involved in metacognition. As a result of free-association drawn from their constructive experiences, their sense of intuitiveness is fostered, and they develop a better understanding of science concepts (Berland & Reiser, 2009; Erduran & Jimenez-Aleixandre, 2008). Numerous case studies have provided empirical evidence of the positive impact of argumentation on students’ learning in science education (Lemke, 1990; McNeill & Krajcik, 2011; Venville & Dawson, 2010). However, the successful execution of a pedagogical revolution that promotes the concepts of argumentation in science education among students does not simply involve the development of knowledge; it is also about empowering in-service and pre-service science teachers by giving them the necessary knowledge, skills and competencies to teach science through argumentation (Simon, Johnson, & Johnson, 2008). Effective pedagogies and their successful execution by teachers are a core component in strengthening the implementation process of argumentation in science education. Fostering teachers’ belief in their own abilities to “organize and execute the courses of action” that are required to produce argumentation in science education is one way to promote this concept (Bandura, 1997, p. 3). Dewey (1933) referred to thought as being synonymous with belief, defining the latter as “something beyond itself by which its value is tested; it makes as assertion about some matter of factors or some principle or law” (p. 6). Dewey (1933) simplifed the necessity of belief because

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在沙特阿拉伯背景下，科学方法课程对女性职前教师信念的影响

多年来，科学教育者一直专注于科学教育改革，以便让学生参与到科学学科的论述和实践中（Erduran & Jimenez-Aleixandre，2008；Sampson & Blanchard，2012；Zembal-Saul，2009）。假设当学生参与结构良好的话语时，他们也参与了元认知。由于从他们的建设性经验中汲取了自由联想，他们的直觉感得到了培养，他们对科学概念有了更好的理解（Berland & Reiser，2009；Erduran & Jimenez-Aleixandre，2008）。许多案例研究提供了论证对学生在科学教育中的学习产生积极影响的经验证据（Lemke，1990；McNeill & Krajcik，2011；Venville & Dawson，2010）。然而，在学生中推广论证概念的教学革命的成功实施不仅仅涉及知识的发展；它还通过为在职和职前科学教师提供必要的知识、技能和能力来授权他们通过论证来教授科学（西蒙、强生和强生，2008 年）。有效的教学法及其教师的成功执行是加强科学教育论证实施过程的核心组成部分。培养教师相信他们自己有能力“组织和执行在科学教育中产生论证所需的行动课程”是推广这一概念的一种方式（Bandura，1997，p.3）。Dewey (1933) 认为思想是信仰的同义词，将后者定义为“超越自身的东西，通过它来检验其价值；它是对某些因素或某些原则或法律的断言”（第 6 页）。Dewey (1933) 简化了信仰的必要性，因为