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
Bibliographic Data
| ID | 22045291 |
|---|---|
| Authors | Daniela Mahler (0000-0003-0921-1093, Leibniz Institute for Science and Mathematics Education, corresponding author), Denise Bock (0000-0002-8116-1628, Leibniz Institute for Science and Mathematics Education), Till Bruckermann (0000-0002-8789-8276, Leibniz University Hannover, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 9 |
| Pages | 558 |
| Publication date | 2021-09-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11090558 |
| OpenAlex | W3200393203 |
| Language | EN |
| Citations received | 8 |
| References cited | 53 |
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
Formative assessment · Mathematics education · Pedagogy · Professionalization · Science education · Social science · Sociology · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Social Psychology
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Baseline Views of Preservice Physics Teachers on Inquiry-Based Approaches and Their Connection with Nature of Science Conceptions
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Students’ gender differences and scientific inquiry competencies in technical education and training institutions
Evaluation of the effect of in-class activity-based practices on scientific reasoning skills of pre-service science teachers
Exploring Nature of Science Understanding, Science Self-efficacy and Their Relationships Among Secondary School Pre-service Science Teachers in Ethiopia
Opening the Black Box of Scientific Practices
Changing perspectives
Theorien in der naturwissenschaftsdidaktischen Forschung
Meta-Analytic Procedures for Social Research
Classroom Discourse and the Space of Learning
Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Emmeans
Two Views About Explicitly Teaching Nature of Science
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Styles of Scientific Reasoning: A Cultural Rationale for Science Education?
Learning Science, Learning about Science, Doing Science
Weighted Likelihood Estimation of Ability in Item Response Theory
A Review of Empirical Literature on Inquiry Professional Development
Effectsize
Views of nature of science questionnaire
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
Fitting Linear Mixed-Effects Models Using lme4
A general and simple method for obtaining R 2 from generalized linear mixed‐effects models
Assessing scientific reasoning competencies of pre-service science teachers
Scientific reasoning and views on the nature of scientific inquiry
Those Who Understand
Scientific Reasoning Competencies
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |