The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution-Reference-Cited by-同舟云学术

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The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution

Published:2022-07-22 Issue: Volume: Page:1-18
ISSN:0021-9266
Container-title:Journal of Biological Education
language:en
Short-container-title:Journal of Biological Education

Author:

Eymur Gülüzar¹,Yeşildağ Hasançebi Funda²,Çetin Pınar Seda³

Affiliation:

1. Giresun University, Child Care and Youth Services Department, Giresun, Turkey

2. Giresun University, Mathematics and Science Education Department, Giresun, Turkey

3. Abant İzzet Baysal University, Elementary Science Education Departmant, Bolu, Turkey

Publisher

Informa UK Limited

Subject

General Agricultural and Biological Sciences,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00219266.2022.2092189

Reference73 articles.

1. Modeling the Interrelationships Among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs Regarding Teaching Evolution

2. PERSPECTIVE: TEACHING EVOLUTION IN HIGHER EDUCATION

3. Self-efficacy: Toward a unifying theory of behavioral change.

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education;Science & Education;2024-04-15

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