Details
| Original language | English |
|---|---|
| Article number | 629 |
| Pages (from-to) | 629 |
| Journal | Education Sciences |
| Volume | 11 |
| Issue number | 10 |
| Publication status | Published - Oct 2021 |
| Externally published | Yes |
Abstract
Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experiment-ing with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).
Keywords
- Diagnostic competencies, Professional knowledge, Scientific reasoning skills, Self-efficacy, Students’ difficulties
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Computer Science(all)
- Social Sciences(all)
- Education
- Health Professions(all)
- Physical Therapy, Sports Therapy and Rehabilitation
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Public Administration
- Computer Science(all)
- Computer Science Applications
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In: Education Sciences, Vol. 11, No. 10, 629, 10.2021, p. 629.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Professional knowledge and self-efficacy expectations of pre-service teachers regarding scientific reasoning and diagnostics
AU - Hilfert-Rüppel, Dagmar
AU - Meier, Monique
AU - Horn, Daniel
AU - Höner, Kerstin
N1 - Funding Information: Funding: This research was funded by the Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research), at the Technische Universität Braunschweig in the project Diagonal-NaWi, grant number: 01JA1909 and at the Universität Kassel in the project PRONET2, grant number: 01JA1805. Both projects are part of the “Qualitätsoffensive Lehrerbildung”, a joint initiative of the Federal Government and the Länder which aims to improve the quality of teacher training. The authors are responsible for the content of this publication. Funding of APC: The authors acknowledge support by the Open Access Publication Funds of Technische Universität Braunschweig.
PY - 2021/10
Y1 - 2021/10
N2 - Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experiment-ing with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).
AB - Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experiment-ing with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).
KW - Diagnostic competencies
KW - Professional knowledge
KW - Scientific reasoning skills
KW - Self-efficacy
KW - Students’ difficulties
UR - http://www.scopus.com/inward/record.url?scp=85117519667&partnerID=8YFLogxK
U2 - 10.3390/educsci11100629
DO - 10.3390/educsci11100629
M3 - Article
VL - 11
SP - 629
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 10
M1 - 629
ER -