Pre-Service Primary Teachers' Competencies in Asking and Conducting Researchable Science Questions Using Fair Testing

Autor/inn/en	Wang, Hsin-Hui; Wilson, Kimberley; VanRooy, Wilhelmina; Lin, Huann-shyang
Titel	Pre-Service Primary Teachers' Competencies in Asking and Conducting Researchable Science Questions Using Fair Testing
Quelle	In: Research in Science Education, 53 (2023) 1, S.155-171 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hsin-Hui) ORCID (Wilson, Kimberley) ORCID (Lin, Huann-shyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10048-8
Schlagwörter	Preservice Teachers; Elementary School Teachers; Teacher Competencies; Scientific Literacy; Science Process Skills; Evaluative Thinking; Investigations; Scientific Methodology; Undergraduate Students; Foreign Countries; Scientific Attitudes; Epistemology; Planning; Predictor Variables; Affordances; Testing; Preservice Teacher Education; Science Education; Inquiry; Self Efficacy; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Untersuchung; Ausland; Erkenntnistheorie; Ablaufplanung; Planungsprozess; Prädiktor; Testdurchführung; Testen; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	Competencies for designing and evaluating scientific inquiries are a key emphasis in national curriculums worldwide and a focus of international large-scale assessment. Teachers globally are encouraged to provide learning opportunities for their students to explore and practice asking and conducting researchable questions. This study focused on the competencies of formulating researchable questions and conducting quality investigations, which are the cornerstones of the scientific method. Thirty-eight (n = 38) second year, Australian undergraduate pre-service teachers (aged 19-40 years) participated in a semester-long course of teaching intervention. The study investigated pre-service teachers' pre- and post-affective attitudes toward science, epistemic beliefs, and developmental performances in the context of formulating and planning practical science investigations. T-test results demonstrated that pre-service teachers' post- results in "formulating research questions" (t = -8.34, p < 0.001, d = 1.40) and "planning investigations" (t = -7.83, p < 0.001, d = 1.34) were significantly higher than their pre- scores. Additional structural relationship analyses revealed that in the early stages of developing a scientific investigation, the positive and significant predictive coefficient for pre-service teachers in "formulating research questions" was "epistemological beliefs." In the final reporting stage of the investigation, pre-service teachers' "scientific affective attitudes" positively predicted their "improved planning investigations." The results highlight the unique affordance of providing practical experiences of fair testing in pre-service science teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01