Reasoning Ability of Preservice Primary Teachers: Implications for Science Teaching

Abstract

The study investigated formal reasoning ability of preservice primary teachers in a Western Australian teacher training institution. The paper explores the implications of a wide range in reasoning ability of teachers for teaching science in primary grade levels. Relationships between reasoning ability and prior studies in science, science elective choice in a preservice teacher education program, and integrated process skill achievement in a science education course were also investigated. A sample of 299 students enrolled in the second year of a preservice primary teacher education course participated in the study. The results of the study suggest that students with high formal reasoning ability are best equipped to teach primary science. As well as having the intellectual capacity to utilize formal modes of thinking during science lessons, students in this group are more likely to have studied physical science subjects at Year 12 level and to have engaged in science elective studies in the preservice teacher education program. In contrast, students with lower reasoning ability are likely to encounter significant difficulties in implementing an effective science program. In addition to problems associated with reasoning limitations, teachers from this group tend to have a background in biological sciences at Year 12 level and have usually avoided additional elective studies in science during their preservice teacher education program.