Abstract
The study aimed to examine Thai pre-service teachers’ aspects of epistemology and cognitive process for providing scientific inquiry activities. Methodology is qualitative research. The research will interpret Thai pre-service teacher existing aspects of providing scientific inquiry activities through framework of Chinn & Malhotra (2002) epistemology and cognitive processes of scientific inquiry. Participants included 15 science pre-service teachers who enrolled for teaching practices in schools for one year, in Thailand. The questionnaire of Providing Activities for Scientific Inquiry (QASI) and interviewing were tools for interpreting science pre-service teacher existing ideas of providing activities for scientific inquiry. The findings revealed that the most of participants perceived few aspects of cognitive process of scientific inquiry when they gave the ideas of using computer-supported for science teaching. Only three of six aspects of epistemology of scientific inquiry were found from science pre-service teachers’ ideas. These included responses to anomalous data, purpose of research, and theory-data coordination. DOI: 10.5901/mjss.2015.v6n2p465
Highlights
It could be mentioned that goal of Thai science education considered the scientific literacy
Science pre-service teachers considered how to organize computer-supported in science teaching for scientific inquiry
The findings indicated that participants have some perceived about epistemology of scientific inquiry when they showed the ideas of providing computer-supported for science teaching and learning
Summary
It could be mentioned that goal of Thai science education considered the scientific literacy. The goal was focused on emphasizes the scientific knowledge, the nature of science, and the relationship between science technology and society. It seemed that Thai education acting only concerned on students’ scientific achievement rather than learning science as a way of knowing. In order to obtain the goal of Thai science education, students should experience inquiry in science classrooms. To clarify the continuum of scientific inquiry, the scientific reasoning is the central issue of distinguishing. It found that given scientific inquiry tasks in schools could not encourage students to give scientific reasoning. Processes of authentic science needed to be taken into account in the tasks (Chinn & Malhotra, 2002)
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