Effect of Cognitive Apprenticeship-Enriched Argument-Driven Inquiry Method on Pre-Service Teachers' Academic Achievement and Scientific Research Skills
Volume 5 Issue 3(October 2023)
Sevinç Kaçar
Pages: 232-253 Download Count : 202 View Count: 327 DOI Number 10.55236/tuara.1349197 Facebook Twitter Share on Google+
Abstract:
This study aimed to determine the effect of a cognitive apprenticeship-enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills regarding environmental issues/problems. The study was conducted with 24 first-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study was conducted using a mixed-methods research design. The data collection tool used in this research is an academic achievement test, an open-ended question form for transferring knowledge to daily life, and students’ videos/photos, 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, 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