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

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 this skill and translate it into professional knowledge. Based on this idea, the current research aims to determine the ability of preservice science teachers to use analytical thinking skills. An analytical thinking test is used in the research carried out survey method. This test consists of 20 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 (analyzing errors, classifying, comparing, specifying, generalizing). Preservice science teachers (N=158) from two public universities have participated in the study. It is determined that the majority of preservice science teachers weakly use their analytical thinking skills. It is revealed that preservice science teachers have difficulties respectively in classification - specification - error analysis - generalization – comparison according to Marzano's taxonomy from most to least while solving scenarios. It can be suggested 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.

Enhancing Analytical Thinking Skills and Scientific Attitudes of Prospective Science Teacher Students through Pre-Practicum Virtual Simulation

“…The extent to which students' analytical thinking skills can be measured by how lecture activities can train and enable students to gain these skills in their learning environment. For prospective science teacher students, this is important because they will later carry on the relay of designing such a learning environment for their students (Ennis, 1985;(Ki̇Rman & Kala, 2022). Besides, analytical skills need to be trained in learning so students do not have difficulties in interpreting non-routine problems or socioscientific situations.…”

“…The competency of science educators in tertiary institutions requires mastery of high-level thinking skills such as analytical thinking which is practiced continuously in learning to form graduate professional competencies that are relevant to the needs of the times (Muhsin & Laksono, 2023;Hariadi et al, 2022). The ability to think analytically is one of the skills that is a quality demanded in most institutions providing employment opportunities, so it is necessary to prepare them to acquire this skill and use it effectively in the learning process (Phurikultong & Kantathanawat, 2022;Maison et al, 2022;Ki̇Rman & Kala, 2022).…”

Examining The Instructional Decision Making Process Of Preservice Science Teachers

“…The fact that some of the preservice science teachers cannot define problem situations within the scope of their task acquisitions. It may stem from their incapability of associating daily life with science subjects (Kirman Bilgin & Kala, 2018). It will be difficult to solve a problem that is not well defined.…”

Construction of Analytical Thinking Skills Instruments for Micro Teaching Courses

“…Researchers develop various learning practices to develop students' analytical thinking. For example, in Turkey, using case-based science scenarios (Kirman-Bilgin & Kala, 2022); in Thailand, implementing learning management plans (Sitthipon, 2017), using information search activities (Puchumni, Tungpradabkul, & Magee, 2019), using research-based learning (RBL) (Chumsukon & Ruangsan, 2021), and digital storytelling and inquiry-based learning (IBL) (Phurikultong & Kantathanawat, 2022), in Ukraine and using debate (Spaska et al, 2021), and in Indonesia applying research-based learning (RBL) (Ahdika, 2017).…”