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Improving Pre-Service Teachers’ Science Process Skills and Views about Scientific Inquiry

Year 2020, Volume: 13 Issue: 3, 474 - 489, 21.07.2020

Abstract

Despite the importance of scientific inquiry in science education, research has shown that pre-service teachers have deficiencies in terms of knowledge and skills. This study aimed to improve pre-service teachers’ science process skills and views about scientific inquiry through inquiry-based activities. This study was carried out with one group pretest-posttest experimental design. A total of 41 (30 females, 11 males) pre-service teachers attending a classroom teaching program of a university in Turkey participated in this study. Within the scope of a science and technology laboratory course, scientific inquiry activities were carried out. As the data collection instruments, the Views about Scientific Inquiry (VASI) and the Scientific Process Skills Test (SPSt) were administered to the pre-service teachers before and after the implementation. In conclusion the pre-service teachers’ views and skills about doing scientific inquiry developed. The findings were discussed in terms of the scientific process skills involved in scientific inquiry and the development of practical and theoretical aspects of scientific inquiry.

References

  • Australian Curriculum, Assessment, and Reporting Authority (ACARA). (2012). Australian curriculum: science. Sydney: Australian Curriculum, Assessment, and Reporting Authority.
  • Anggraeni, N., Adisendjaja, Y. H., & Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
  • Antink-Meyer, A., Bartos, S., Lederman, J. S., & Lederman, N. G. (2016). Using science camps to develop understandings about scientific inquiry-Taiwanese students in U.S. summer science camp. International Journal of Science and Mathematics Education, 14(1), 29-53.
  • Adisendjaja, Y. H., Rustaman, N. Y., Redjeki, S., & Satori, D. (2017). Science teachers’ understanding of scientific inquiry in teacher professional development. Journal of Physics: Conference Series, 812, 15.
  • Ayas, A., Çepni, S., Johnson, D., & Turgut, M. F. (1997). Kimya öğretimi, öğretmen eğitimi dizisi [Chemistry teaching, teacher training series]. YÖK Dünya Bankası Milli Eğitimi Geliştirme Projesi Yayınları, Bilkent, Ankara.
  • Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
  • Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17, 265-278.
  • Bartos, S. A., & Lederman, N. G. (2014). Teachers‟ knowledge structures for nature of science and scientific inquiry: conceptions and classroom practice. Journal of Research in Science Teaching, 51(9), 1150-1184.
  • Burns, J. C., Okey J. R. & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177.
  • Dailey, D., & Robinson, A. (2017). Improving and sustaining elementary teachers’ science teaching perceptions and process skills: a postintervention study. Journal of Science Teacher Education, 28(2), 169.
  • Dojman, H. N. (2003). An analysis of elementary teachers’ perceptions of teaching science as inquiry. Doctoral Dissertation, The Faculty of the College of Education University of Houston, Texas.
  • Feyzioglu, B. (2009). An investigation of the relationship between science process skills with efficient laboratory use and science achievement in chemistry education. Journal of Turkish Science Education, 6, 114-132.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate in education. New York: McGraw-Hill Higher Education.
  • Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: a study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.
  • Geban, Ö., Aşkar, P., & Özkan, D. (1992). Effects of computer simulations and problem-solving approaches on high school students. Journal of Educational Research, 86(1), 5-10.
  • Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: the state of the art. Chemistry Education: Research and Practice in Europe, 8(2), 105-108.
  • Karışan, D., Bilican, K., & Şenler, B. (2017). The adaptation of the views about scientific inquiry questionnaire: a validity and reliability study. Inonu University Journal of the Faculty of Education, 18(1), 326-343.
  • Kremer, K., Specht, C., Urhahnec, D., & Mayer, J. (2014). The relationship in biology between the nature of science and scientific inquiry. Journal of Biological Education, 48(1), 1-8.
  • Kruit, P. M., Oostdam, R. J., Berg, E., & Schuitema, J. A. (2018) Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education. Research in Science & Technological Education, 36(4), 413-439.
  • Köksal, A. E., & Berberoğlu, G. (2014). The effect of guided- inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66-78.
  • Leblebicioğlu, G., Çapkınoğlu, E., Metin, D., & Schwartz, R. (2017). Views of nature of scientific inquiry of the students in a science high school in Turkey: a vasi application. Paper presented at European Science Education Research Association, ESERA.
  • Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R.S. (2014). Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
  • Lederman, J., Lederman, N., Bartels, S., & Jimenez, J. (2019). An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: establishing a baseline. Journal of Research in Science Teaching, 56(4), 1-30.
  • Lustick, D. (2009). The failure of inquiry: preparing science teachers with an authentic investigation. Journal of Science Teacher Education, 20, 583-604.
  • Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69(2), 34-37.
  • Ministry of National Education (MoNE). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Ministry of National Education (MoNE). (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • National Research Council. (1990). Reports of the committee on vision: 1947-1990. Washington, DC: The National Academies Press.
  • National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts and core ideas. Washington, DC: National Academy Press.
  • Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 assessment and analytical framework: science, reading, mathematic and financial literacy. Paris: PISA, OECD Publishing.
  • Padilla, M. J., Okey, J. R., & Garrard, K. (1984). The effects of instruction on integrated science process skill achievement. Journal of Research in Science Teaching, 21(3), 227-287.
  • Shahali, E. H. M., Halim, L., Treagust, D. F., Won, M., & Chandrasegaran, A. L. (2017). Primary school teachers’ understanding of science process skills in relation to their teaching qualifications and teaching experience. Research in Science Education, 47, 257-281.
  • Şenler, B. (2015). Middle school students’ views of scientific inquiry: an international comparative study. Science Education International, 26(2), 166-179.
  • Strippel, C., & Sommer, K. (2015). Teaching nature of scientific inquiry in chemistry: how do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education 37(18), 2965-2989.
  • Testa, I., Zappia, A., & Galano, S. (2017). Improving students’ views about scientific inquiry through explicit teaching: a rasch-based analysis. Paper presented at European Science Education Research Association, ESERA.
  • Tirre, F., Kampschulte, L., Thoma, G-B., Höffler, T., & Parchmann, I. (2018). Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the nature of science, the nature of scientists and the nature of scientific inquiry. Research in Science & Technological Education, DOI:10.1080/02635143.2018.1551201
  • Yang, I. H., Park, S. W., Shin, J. Y., & Lim, S. M. (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
  • Yıldırım, M., Çalık, M., & Özmen, H. (2016). A meta-synthesis of Turkish studies in science process skills. International Journal of Environmental & Science Education, 11(14), 6518-6539.

Sınıf Öğretmen Adaylarının Bilimsel Süreç Becerilerinin ve Bilimsel Araştırma Hakkındaki Görüşlerinin Geliştirilmesi

Year 2020, Volume: 13 Issue: 3, 474 - 489, 21.07.2020

Abstract

Fen eğitiminde bilimsel araştırmanın oldukça önemli bir yeri vardır. Bu öneme rağmen araştırma sonuçları öğretmen adaylarının bilimsel araştırma ile ilgili bilgi ve becerilerinde eksikliklerin olduğunu göstermiştir. Bu araştırmanın amacı sınıf öğretmen adaylarının bilimsel süreç becerilerinin ve bilimsel araştırmaya yönelik görüşlerinin bilimsel araştırmalar yardımı ile geliştirilmesidir. Tek grup öntest-sontest deneysel desende yürütülen bu araştırmaya Türkiye’de yer alan bir üniversitenin sınıf eğitimi anabilim dalında öğrenim gören toplam 41 (30 kadın, 11 erkek) öğretmen adayı katılmıştır. Fen ve teknoloji laboratuvarı dersi kapsamında bilimsel araştırma etkinlikleri gerçekleştirilmiştir. Veri toplama aracı olarak Bilimsel Araştırmaya Yönelik Görüş Anketi ve Bilimsel Süreç Becerileri Testi kullanılmıştır. Veri toplama araçları sürecin başında ve sonunda sınıf öğretmen adaylarına uygulanmıştır. Sonuç olarak öğretmen adaylarının bilimsel araştırmaya yönelik görüş ve bilimsel süreç becerilerinin bilimsel araştırmalar ile geliştiği görülmüştür. Sonuçlar bilimsel araştırma yapmanın beceri ve görüşü geliştirmesi konusunda teorik ve uygulamalı olarak tartışılmıştır.

References

  • Australian Curriculum, Assessment, and Reporting Authority (ACARA). (2012). Australian curriculum: science. Sydney: Australian Curriculum, Assessment, and Reporting Authority.
  • Anggraeni, N., Adisendjaja, Y. H., & Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
  • Antink-Meyer, A., Bartos, S., Lederman, J. S., & Lederman, N. G. (2016). Using science camps to develop understandings about scientific inquiry-Taiwanese students in U.S. summer science camp. International Journal of Science and Mathematics Education, 14(1), 29-53.
  • Adisendjaja, Y. H., Rustaman, N. Y., Redjeki, S., & Satori, D. (2017). Science teachers’ understanding of scientific inquiry in teacher professional development. Journal of Physics: Conference Series, 812, 15.
  • Ayas, A., Çepni, S., Johnson, D., & Turgut, M. F. (1997). Kimya öğretimi, öğretmen eğitimi dizisi [Chemistry teaching, teacher training series]. YÖK Dünya Bankası Milli Eğitimi Geliştirme Projesi Yayınları, Bilkent, Ankara.
  • Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
  • Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17, 265-278.
  • Bartos, S. A., & Lederman, N. G. (2014). Teachers‟ knowledge structures for nature of science and scientific inquiry: conceptions and classroom practice. Journal of Research in Science Teaching, 51(9), 1150-1184.
  • Burns, J. C., Okey J. R. & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177.
  • Dailey, D., & Robinson, A. (2017). Improving and sustaining elementary teachers’ science teaching perceptions and process skills: a postintervention study. Journal of Science Teacher Education, 28(2), 169.
  • Dojman, H. N. (2003). An analysis of elementary teachers’ perceptions of teaching science as inquiry. Doctoral Dissertation, The Faculty of the College of Education University of Houston, Texas.
  • Feyzioglu, B. (2009). An investigation of the relationship between science process skills with efficient laboratory use and science achievement in chemistry education. Journal of Turkish Science Education, 6, 114-132.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate in education. New York: McGraw-Hill Higher Education.
  • Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: a study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.
  • Geban, Ö., Aşkar, P., & Özkan, D. (1992). Effects of computer simulations and problem-solving approaches on high school students. Journal of Educational Research, 86(1), 5-10.
  • Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: the state of the art. Chemistry Education: Research and Practice in Europe, 8(2), 105-108.
  • Karışan, D., Bilican, K., & Şenler, B. (2017). The adaptation of the views about scientific inquiry questionnaire: a validity and reliability study. Inonu University Journal of the Faculty of Education, 18(1), 326-343.
  • Kremer, K., Specht, C., Urhahnec, D., & Mayer, J. (2014). The relationship in biology between the nature of science and scientific inquiry. Journal of Biological Education, 48(1), 1-8.
  • Kruit, P. M., Oostdam, R. J., Berg, E., & Schuitema, J. A. (2018) Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education. Research in Science & Technological Education, 36(4), 413-439.
  • Köksal, A. E., & Berberoğlu, G. (2014). The effect of guided- inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66-78.
  • Leblebicioğlu, G., Çapkınoğlu, E., Metin, D., & Schwartz, R. (2017). Views of nature of scientific inquiry of the students in a science high school in Turkey: a vasi application. Paper presented at European Science Education Research Association, ESERA.
  • Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R.S. (2014). Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
  • Lederman, J., Lederman, N., Bartels, S., & Jimenez, J. (2019). An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: establishing a baseline. Journal of Research in Science Teaching, 56(4), 1-30.
  • Lustick, D. (2009). The failure of inquiry: preparing science teachers with an authentic investigation. Journal of Science Teacher Education, 20, 583-604.
  • Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69(2), 34-37.
  • Ministry of National Education (MoNE). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Ministry of National Education (MoNE). (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • National Research Council. (1990). Reports of the committee on vision: 1947-1990. Washington, DC: The National Academies Press.
  • National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts and core ideas. Washington, DC: National Academy Press.
  • Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 assessment and analytical framework: science, reading, mathematic and financial literacy. Paris: PISA, OECD Publishing.
  • Padilla, M. J., Okey, J. R., & Garrard, K. (1984). The effects of instruction on integrated science process skill achievement. Journal of Research in Science Teaching, 21(3), 227-287.
  • Shahali, E. H. M., Halim, L., Treagust, D. F., Won, M., & Chandrasegaran, A. L. (2017). Primary school teachers’ understanding of science process skills in relation to their teaching qualifications and teaching experience. Research in Science Education, 47, 257-281.
  • Şenler, B. (2015). Middle school students’ views of scientific inquiry: an international comparative study. Science Education International, 26(2), 166-179.
  • Strippel, C., & Sommer, K. (2015). Teaching nature of scientific inquiry in chemistry: how do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education 37(18), 2965-2989.
  • Testa, I., Zappia, A., & Galano, S. (2017). Improving students’ views about scientific inquiry through explicit teaching: a rasch-based analysis. Paper presented at European Science Education Research Association, ESERA.
  • Tirre, F., Kampschulte, L., Thoma, G-B., Höffler, T., & Parchmann, I. (2018). Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the nature of science, the nature of scientists and the nature of scientific inquiry. Research in Science & Technological Education, DOI:10.1080/02635143.2018.1551201
  • Yang, I. H., Park, S. W., Shin, J. Y., & Lim, S. M. (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
  • Yıldırım, M., Çalık, M., & Özmen, H. (2016). A meta-synthesis of Turkish studies in science process skills. International Journal of Environmental & Science Education, 11(14), 6518-6539.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Zeynep Koyunlu Ünlü 0000-0003-3627-1809

Publication Date July 21, 2020
Submission Date September 27, 2019
Published in Issue Year 2020 Volume: 13 Issue: 3

Cite

APA Koyunlu Ünlü, Z. (2020). Improving Pre-Service Teachers’ Science Process Skills and Views about Scientific Inquiry. Journal of Theoretical Educational Science, 13(3), 474-489.