The effects of explicit science process skill instructions by using four-component instructional design model on pre-service science teachers scientific reasoning ability
Bibliographic Data
| ID | 21589673 |
|---|---|
| Authors | Gidele Gito Gizaw (0000-0002-8692-3038, Hawassa University, corresponding author), Solomon Sorsa Sota (0000-0002-2591-5819, Hawassa University), Samuel Assefa Zinabu (0009-0002-8037-6712, Hawassa University), Deribe Workineh Adamu (0009-0006-3297-651X, Hawassa University) |
| Year | 2025 |
| Pages | 1-28 |
| Publication date | 2025-08-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2547410 |
| OpenAlex | W4413491363 |
| Language | EN |
| References cited | 51 |
Scientific reasoning ability is a key professional competency for science teachers. In this regard, greater attention should be given to the assessment and development of scientific reasoning abilities in pre-service science teachers (PSSTs). Literature shows explicit Science Process Skill (SPS) instruction supports SPS development, but its impact on scientific reasoning remains underexplored. This study investigated the impact of explicit SPS instruction, utilising a four-component instructional design (4C/ID) model, on the scientific reasoning abilities of PSSTs. Data were collected using the Lawson Test for Scientific Reasoning Ability and analysed quantitatively through descriptive and inferential statistics, including paired t-tests, repeated measures MANOVA, and univariate tests. The findings revealed that the scientific reasoning abilities of the participants were at the concrete or formal operational level, with low performance across all scientific reasoning subcomponents and overall scientific reasoning ability. The intervention with explicit SPS instruction significantly improved the PSSTs’ abilities in controlling variables, hypothetical-deductive reasoning, and overall scientific reasoning. However, the intervention had limited effects on the scientific reasoning components related to the conservation of matter and volume, and proportional, probability, and correlation reasoning. The study emphasises the need to develop scientific reasoning ability in PSSTs, noting that explicit SPS instruction supports this development
Instructional design · Mathematics education · Science education · Scientific reasoning · Computer Science · Education, Safety, and Science Studies · Educational Research and Pedagogy · Psychology · Science Education and Pedagogy
Research Methods in Education
Cognitive Load Theory and Complex Learning
A Review of Empirical Literature on Inquiry Professional Development
All Other Things Being Equal
Self-Efficacy
Why Minimal Guidance During Instruction Does Not Work
Calculating and reporting effect sizes to facilitate cumulative science
The Lawson’s Test for Scientific Reasoning as a Predictor for University Formative Success
Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency
Evaluation of the effect of in-class activity-based practices on scientific reasoning skills of pre-service science teachers
Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability
Scientific Reasoning Competencies
Transfer of test-enhanced learning
Fostering scientific reasoning competencies
Are Cognitive Skills Context-Bound
Situated Learning
| Highly cited | No |
|---|