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Abstract
In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. The course contained standard topics, such as the nature of science, assessment, and unit and lesson planning in science. The preservice science teachers were asked to reason about two types of problems in a validated pre- and post-questionnaire: investigatory-process problems and problems regarding modeling. Statistical analysis of the data revealed that the course significantly contributed to the development of preservice science teachers’ competencies for those who had two previous degrees compared with those that did not. Furthermore, a greater proportion of teachers were deemed highly competent at planning investigations and testing models than the more generative dimensions of scientific reasoning, such as formulating questions and generating hypotheses. Implications for science teacher education internationally and the movement towards competency-based curricula are put forward.
Highlights
In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course
We suggest that scientific reasoning competencies are a complex construct as well, encompassing the abilities needed for scientific problem solving as well as the capacity to reflect on problem-solving at a meta-level (Krell et al, 2018; Lawson, 2004)
This study analysed to what extent secondary preservice science teachers possess scientific reasoning competencies (RQ 1), using British Columbia (BC) teacher education as an idealised case of an intensive science education period
Summary
We analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. A greater proportion of teachers were deemed highly competent at planning investigations and testing models than the more generative dimensions of scientific reasoning, such as formulating questions and generating hypotheses. Osborne (2013) further suggests that economic needs appear to be another driving force for the integration of scientific reasoning competencies in science education curricula and documents. Researchers investigated whether secondary preservice science teachers’ ability to reason in science changes in teacher education. With the increasing emphasis on the practices and the nature of science, the researchers wished to learn whether preservice science teachers are becoming more competent at several aspects of scientific reasoning. Two research questions guided this study: first, to what extent do secondary preservice science teachers possess scientific reasoning competencies; second, to what extent does a secondary science teacher education methods course influence secondary preservice science teachers’ scientific reasoning competencies?
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