A science teacher’s complex beliefs about nature of scientific inquiry

Bjønness, Birgitte; Knain, Erik

doi:10.5617/nordina.2676

Cited by 7 publications

(5 citation statements)

References 30 publications

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“…Literature shows that the knowledge about SI and SPs are not translated into instructional practices easily (Bjønness & Knain, 2018;, which requires understanding of these components during the years of teacher training by the help of explicit inquiry-based instructional activities and engaging in pedagogical inquiry activities (Cigdemoglu and Koseoglu, 2020;Choi et al, 2019). Another study that is consistent with our findings, conducted by Mesci, Çavuş-Güngören, and Yesildag-Hasancebi (2019), found that PSSTs' views that all scientific investigations begin with a question (SI 1), and there is no single methodology (SI 2) improved, whereas their understanding that inquiry procedures are guided by the question (SI3), same procedures may not get the same results (SI 4), inquiry procedures influence the results (SI 5), and conclusions are drawn from data (SI 6) were not changed significantly throughout a science laboratory course including 5E-based lesson planning.…”

Section: Discussion Of Vasi Resultsmentioning

confidence: 99%

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Özer

Sarıbaş

2022

Sci & Educ

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The intervention study presented in this paper explored pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) during a laboratory application in science education course. Thirty-nine secondary school PSSTs, who study in the Science Education Department in a public university in Turkey, enrolled in a 14-week-long course and volunteered to participate in the study. The participants were exposed to a method is called the 4-phase implementation that includes laboratory-based inquiry activities addressing SI and SPs and they completed microteaching presentations. Their understanding of SI and SPs was examined through the course period. The main data sources included Views about Scientific Inquiry (VASI) Instrument and concept maps were used to track the changes in these understandings. The findings indicated that PSSTs had inadequate understanding of inquiry on some aspects even after the treatment. Yet, the method had positive impact in PSSTs' understanding inquiry especially in terms of facilitating the comprehension that scientific investigations begin with questions, there is no single method in investigations, and explanations are derived from collected data. The concept maps created by some of the participants also supported these results and revealed a more coherent and holistic understanding of SPs by integrating both epistemic and social components into their maps. However, PSSTs did not seem to have totally understood other aspects of inquiry including the inquiry procedures, the research conclusions, and the difference between data and evidence. Further implications are critically discussed in terms of designing future laboratory applications for science education courses.

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Section: Discussion Of Vasi Resultsmentioning

confidence: 99%

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Özer

Sarıbaş

2022

Sci & Educ

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“…When teachers apply inquiry in a classroom, it changes their attitudes, reduces their anxiety and they seem to recognize that inquiry is motivating for the students (Ahokoski, Korventausta, Veermans, & Jaakkola, 2017;Silm, et al, 2017). Teachers are often engaged in the inquiry approach, but they still have difficulties applying the practices to local needs (De Vries, Schouwenaars, & Stokhof, 2017) -something which is in accordance with a recent research by Bjøness and Knain (2018) that the teachers' conceptions of inquiry were not consistent with those observed in practice.…”

Section: Inquiry Approach and Teachers' Experiences Of Inquiry-based mentioning

confidence: 55%

Pre-Service and in-Service Teachers’ Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model

Havu‐Nuutinen

Kervinen

Uitto

et al. 2019

JBSE

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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.

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“…For greater skill development, several interventions need to be implemented. The existing literature highlights that the understanding of scientific inquiry (SI) and science practices (SPs) does not seamlessly transition into practical teaching methods [39,40]. This underscores the need for a comprehensive understanding of these elements throughout teacher training.…”

Section: Discussionmentioning

confidence: 99%

Examining the Science Design Skills Competency among Science Preservice Teachers in the Post-COVID-19 Pandemic Period

Mafugu

2024

Education Sciences

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The study aimed to investigate the competencies of 42 preservice science teachers from a rural university in crafting scientific investigations while utilising the constructivist learning theory as its theoretical foundation. Employing an explanatory sequential design, the research initially collected quantitative data through a pre-test, followed by an intervention in the experimental group, succeeded by a post-test phase. In order to enrich the quantitative findings, qualitative data in the form of student responses were analysed, offering a more comprehensive understanding of the preservice teachers’ proficiency in experimental design. Within the control group, no statistically significant variance emerged between the pre-test and post-test rankings, Z = −1.3, p = 0.190. In contrast, the experimental group exhibited noteworthy divergence. The Wilcoxon signed-rank test unveiled a substantial upsurge in post-test rankings when juxtaposed with the pre-test standings, Z = −4, p < 0.001. The qualitative data revealed that preservice teachers manifested a lack of familiarity with comprehension of the variables, strategies for ensuring investigation validity and reliability, and a coherent approach to gauging intervention impact. Emphasising the significance of these revelations, the study suggests plausible pathways for addressing these knowledge gaps via collaborative interventions, thus striving to effectively bridge the identified disparities.

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A science teacher’s complex beliefs about nature of scientific inquiry

Cited by 7 publications

References 30 publications

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

Pre-Service and in-Service Teachers’ Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model

Examining the Science Design Skills Competency among Science Preservice Teachers in the Post-COVID-19 Pandemic Period

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