Using Case-Based Science Scenarios to Analyze Preservice Teachers' Analytical Thinking Skills

Autor/inn/en	Kirman-Bilgin, Arzu; Kala, Nesli
Titel	Using Case-Based Science Scenarios to Analyze Preservice Teachers' Analytical Thinking Skills
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 4, S.867-883 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kirman-Bilgin, Arzu) ORCID (Kala, Nesli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Case Method (Teaching Technique); Vignettes; Preservice Teachers; Thinking Skills; Grade 3; Science Teachers; Cognitive Processes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Denkfähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Ausland; Türkei
Abstract	Any science teacher must first acquire analytical thinking skills in order to give their students the ability to think analytically. Therefore, the candidacy period is important for teachers to develop and transform this skill into professional knowledge. Based on this idea, the current research aims to determine the ability of third-grade preservice science teachers to use analytical thinking skills. An Analytical Thinking Test is used in the research conducted survey method. This test consists of twenty case-based science scenarios in total from four different learning fields. These scenarios are designed according to the analytical thinking skill dimensions of Marzano's Taxonomy. Preservice science teachers (N=158) from two public universities have participated in the study. It was determined that the majority of preservice science teachers weakly used their analytical thinking skills. It was revealed that preservice science teachers had difficulties respectively in classification -- specification -- error analysis -- generalization -- comparison according to Marzano's taxonomy from most to least while solving scenarios. It is recommended that the science educators develop the designs to improve the analytical thinking skills of the candidates in the courses they conduct on the basis of the results of the research. In addition, science educators should pay attention to development in the dimensions of classification and specification by considering the alternative conceptions of the preservice science teachers. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01