An investigation of preservice teachers’ science process skills and questioning strategies used during a demonstration science discovery lesson

Abstract

This study was an investigation of preservice elementary teachers’ science process skills and the questioning strategies used during a discovery science lesson. The Test of Integrated Process Skills II (TIPS II) was the instrument used to measure process skills. Two hypotheses were tested through the use of independent t-tests. In the first analysis, the High TIPS II group asked significantly more questions during the science lesson than did the Low TIPS II group. In the second analysis, the High TIPS II group asked significantly more divergent, high-level, and divergent/high-level questions than did the Low TIPS II group.