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

The Universal Academic Research Journal Pub Date : 2023-10-13 DOI:10.55236/tuara.1349197

Sevinç KAÇAR

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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.

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认知学徒强化论证驱动探究法对职前教师学业成绩和科研技能的影响

本研究旨在探讨认知学徒强化论证驱动探究方法对职前小学教师在环境议题/问题上的学业成就和科研技能的影响。这项研究是对北塞浦路斯一所私立大学小学教师系的24名一年级职前小学教师进行的。本研究采用混合方法进行研究设计。本研究使用的数据收集工具是学业成绩测试、将知识转移到日常生活的开放式问题表、学生的视频/照片、反思性日记协议、科研计划书-文章-海报、Moodle讨论内容。研究发现，职前教师的学业成绩和科研技能都有所提高。根据这一结果，可以说，认知学徒制丰富了论证驱动型探究，提高了职前教师与环境教育课程相关的学业成绩和与环境主题和概念相关的科研技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Universal Academic Research Journal

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