Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development?

Abstract

Scientific reasoning (SR) skills and nature of science (NOS) beliefs represent important characteristics of biology teachers’ professional competence. In particular, teacher education at university is formative for the professionalization of future teachers and is thus the focus of the current study. Our study aimed to examine the development of SR skills and NOS beliefs and their mutual relationship during teacher education. We applied paper-and-pencil tests to measure SR skills and NOS beliefs of 299 preservice biology teachers from 25 universities in Germany. The results of linear mixed models and planned comparisons revealed that both SR skills and NOS beliefs develop over the course of the study. Nevertheless, the development of SR skills and multiple aspects of NOS beliefs proceeds in different trajectories. Cross-lagged models showed a complex picture concerning the mutual relationship between SR skills and NOS beliefs during their development (both positive and negative). The current study contributes to the existing research because it is based on longitudinal data and allows—in contrast to cross-sectional research—conclusions about the development of SR skills and NOS beliefs.

Analysis of Data-Based Scientific Reasoning from a Product-Based and a Process-Based Perspective

“…The role of conceptual knowledge is one aspect that has been extensively discussed lately [53]. Furthermore, a lot of research on the nature of science has been done, a construct that includes many aspects of epistemic knowledge and is related to scientific reasoning skills [54]. However, data-based scientific reasoning might be essential for most scientific reasoning styles, and it is important for all people to engage in data-based argumentation and decision making in the context of socio-scientific and controversial science issues [55].…”

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

“…Appropriate teaching-learning concepts for scientific inquiry in university education can give future science teachers a better understanding of the difficulties and the (mis)understandings, alternative ideas or misconceptions students experience during experimentation, in order to be able to include those diagnosis-related aspects. Accordingly, there are lines of research focusing on (pre-service) teachers, e.g., measuring and assessing pre-service teachers scientific reasoning competencies in higher education [133,154,155], verification of validity [156], evaluation of translated versions [157], but these are rather limited and predominantly of a quantitative nature (e.g., [158]). Many studies also focus predominantly on developing and testing concepts and materials to promote subject-specific, pedagogical content knowledge and pedagogical knowledge related to scientific reasoning (e.g., video vignettes as a support for scientific reasoning, including video vignettes as a tool to promote students' learning: e.g., [48,98,99,159]; seminar concepts: e.g., [160]).…”

Are We on the Way to Successfully Educating Future Citizens?—A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany

“…However, Bruckermann et al argued that NOS-related learning opportunities tend to be concentrated in the first semesters of the bachelor’s program, with their number stagnating thereafter (especially in the master’s program) [ 90 ]. That some of this stagnation may be directly reflected in the development of NOS beliefs was suggested by Mahler et al’s longitudinal study on the development of NOS beliefs over the course of university teacher education [ 118 ], which, like Bruckermann et al’s study, focused on pre-service teachers in Germany. Thus, the hope for a significantly positive further development of our participants’ NOS beliefs until the completion of their university teacher education can at least be questioned.…”