Abstract
Preparing pre-service science teachers (PSSTs) with the scientific research skills (SRSs) is an ultimate aim of PSSTs' programs. This study aimed to explore PSSTs' understanding level of SRHs (SRHUL). To this end, an action research (AR) was adopted using a pre-post-test design. In doing so, a multiple choice test which consists of 15 items was developed and conducted on a random sample comprising 120 subjects. Results of the study revealed that participants showed insufficient performance on the test of understanding scientific research hypotheses (SRHUT) for both pre and post-test. Besides, results of t-test showed a significant difference between mean scores of pre-test and post-test. The difference was in favor of post-test. Also, results of one-way ANOVA revealed a non-significant difference between or within mean scores of compared groups. Based on the results of the study, some recommendations were made. Key words: Pre-service science teachers, scientific research skills, action research.
Highlights
In the context of the 21st century, possessing scientific research skills (SRSs) is considered as a main goal of education, that is, science education, which leads to rise in SRSs of citizens who could show the scientific aspects of science in their life (Bökeoğlu and Yılmaz, 2005; Irwanto et al, 2017)
This study was aimed at exploring the pre-service science teachers (PSSTs)' SRHUL as well as finding out the differences in their understanding level as they progress through studying CFER
A significant difference was found between mean scores of pre-test and post-test, by using t-test, which was in favor of post-test, there were no significant differences between or within mean scores of compared groups, as a result of one-way ANOVA
Summary
In the context of the 21st century, possessing SRSs is considered as a main goal of education, that is, science education, which leads to rise in SRSs of citizens who could show the scientific aspects of science in their life (Bökeoğlu and Yılmaz, 2005; Irwanto et al, 2017). SRSs can be known as identifying a problem, formulating hypotheses, gathering and analyzing data, as well as interpreting and discussing the results of analyzing data (Fraenkel and Wallen, 2006; Irwanto et al, 2018). Linking such skills should be paramount in the vision of teacher education (Can and Kaymakci, 2015). Engaging teacher students in research-based learning is a vital issue in PSSTs' preparation program in order to carry out such goal, since research-based learning is a key aid in enabling students to develop a deep understanding of SRSs and empowers them to behave as scientists in knowledge acquisition and development (National Research Council, 2007; Can and Kaymakci, 2015). Involving students in research activities continues to be a critical issue as it will enhance their critical thinking and problem-solving capacities which are compulsory competences for new achievements
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