Publication:
Resistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher

dc.contributor.authorDemiral, Ümit
dc.contributor.authorKartal, Tezcan
dc.contributor.buuauthorKılınç, Ahmet
dc.contributor.departmentEğitim Fakültesi
dc.contributor.departmentFen Bilgisi Öğretmenliği
dc.contributor.scopusid24379300500
dc.date.accessioned2022-10-31T13:08:37Z
dc.date.available2022-10-31T13:08:37Z
dc.date.issued2017-12-01
dc.description.abstractTeaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present single-case study was to investigate the nature of this resistance in a preservice science teacher (PST) (Duygu). We longitudinally followed preservice teachers through 1 year of their continuum of professional development (CPD). We administered a questionnaire including vignettes representing two types of discourse (monologic and dialogic) in SSI teaching; the participants selected one of the vignettes at four different points in their CPD: before an argumentation-based workshop (N=122), after the workshop (N=6), after a SSI-based teaching practicum (N=5), and during the induction year (N=1). The interviews (semi-structured and stimulated recall) and classroom observations supported these data. We concluded that the argumentation-based workshop decreased Duygu's resistance to dialogic discourse by producing pseudo-changes, emergencies, and no changes in her beliefs. However, negative experiences during the teaching practicum enhanced resistance and resulted in a reversal of previous positive beliefs. Similarly, negative induction experiences contributed to her resistance by elaborating previous negative beliefs. In addition, we argue that resistance to change is a complex process exceeding the boundaries of units (e.g., discourse), subjects (e.g., SSI), and subject-matter education (e.g., science education). The cognitive mechanisms (epistemic heuristic, evidence-based justification, and prioritization), belief development processes (pseudo-change, reversal, etc.), and a range of barriers (limited educational opportunities, naive epistemologies, an argumentation-avoider personality, etc.) produce a complex ecosystem. We believe that any effort that would be conducted to change science teachers' teaching orientations from monologic to more dialogic versions and that does not consider this ecosystem will not thrive.
dc.identifier.citationKılınç, A. vd. (2017). ''Resistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher''. Journal of Research in Science Teaching, 54(6), 764-789.
dc.identifier.endpage789
dc.identifier.issn0022-4308
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85021784790
dc.identifier.startpage764
dc.identifier.urihttps://doi.org/10.1002/tea.21385
dc.identifier.urihttps://onlinelibrary.wiley.com/doi/10.1002/tea.21385
dc.identifier.urihttp://hdl.handle.net/11452/29281
dc.identifier.volume54
dc.identifier.wos000404718300004
dc.indexed.wosSSCI
dc.language.isoen
dc.publisherWiley
dc.relation.collaborationYurt içi
dc.relation.journalJournal of Research in Science Teaching
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectEducation & educational research
dc.subjectDialogic discourse
dc.subjectPreservice science teachers
dc.subjectResistance to change
dc.subjectSocioscientific issues
dc.subjectStudent-teachers
dc.subjectSchool-students
dc.subjectBeliefs
dc.subjectCitizenship
dc.subjectClassrooms
dc.subjectImpact
dc.subjectIssues
dc.subjectImplementation
dc.subjectEcology
dc.subjectEcosystems
dc.subjectEducation
dc.subjectCognitive mechanisms
dc.subjectDialogic discourse
dc.subjectEducational opportunities
dc.subjectNegative experiences
dc.subjectProfessional development
dc.subjectResistance to change
dc.subjectScience teachers
dc.subjectSocio-scientific issues
dc.subjectTeaching
dc.subject.scopusArgumentation; Scientific Literacy; Science Education
dc.subject.wosEducation & educational research
dc.titleResistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher
dc.typeArticle
dc.wos.quartileQ1
dspace.entity.typePublication
local.contributor.departmentEğitim Fakültesi/Fen Bilgisi Öğretmenliği
local.indexed.atScopus
local.indexed.atWOS

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