Abstract
ABSTRACTPromoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.
Highlights
Inquiry skills do not just play a major role in students’ education (e.g. National Science Teacher Association [NSTA], 2013; National Research Council [NRC], 2012) but in science teacher preparation, too
(Anderson, 2007; Hilfert-Rüppell et al, 2013). We do this at the example of a practical course with inquiry-based experiments to promote experimentation competency of preservice teacher students in their first year of a bachelor programme because inquirybased teacher education is a prerequisite for inquiry in schools (Capps & Crawford, 2013)
As inquiry-based learning can be facilitated by different measures of scaffolding, we compared sole cognitive with additional metacognitive and multimedia scaffolds to identify their influence on experimentation competency as learning outcome
Summary
Inquiry skills do not just play a major role in students’ education (e.g. National Science Teacher Association [NSTA], 2013; National Research Council [NRC], 2012) but in science teacher preparation, too. The NSTA (2012a) Preservice Science Standards emphasise that knowledge and practices of contemporary science are crucial for educating future science teachers. Both, knowing and practicing scientific methods are needed to develop knowledge through scientific inquiry for students in the classroom (NSTA, 2012b). Science teacher preparation should include inquiry-based university science courses In the context of German science teacher preparation, the corresponding curriculum focuses on promoting knowledge and skills in hypotheses-led experimentation, as they are a part of subject-specific working and inquiry methods (Kultusministerkonferenz [KMK], 2010). Modelling of metacognitive strategy use methodology: terms and strategies: planning, concepts (e.g. hypotheses, monitoring and regulating variables, objectivity, reliability, learning strategies in the validity) experimentation process.
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