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Exploring Pre-service Science Teachers' Understanding of Scientific Inquiry and Scientific Practices Through a

Ferah Özer1, Deniz Sarıbaş2

  • 1Department of Mathematics and Science Education, Bogazici University, Istanbul, Turkey.

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PubMed
Summary

Pre-service science teachers showed improved understanding of scientific inquiry (SI) and scientific practices (SPs) after a 14-week course. However, some aspects of inquiry, like data vs. evidence, remained challenging.

Keywords:
Inquiry-based laboratory applicationPre-service science teachersScientific inquiryScientific practices

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Area of Science:

  • Science Education
  • Teacher Training
  • Laboratory Applications

Background:

  • Pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) is crucial for effective science teaching.
  • Laboratory applications in science education courses are key settings for developing these understandings.

Purpose of the Study:

  • To explore the impact of a 14-week intervention using the 4-phase implementation method on PSSTs' understanding of SI and SPs.
  • To identify specific areas of SI and SPs that PSSTs found challenging or successfully comprehended.

Main Methods:

  • The study involved 39 secondary school PSSTs in Turkey.
  • Participants engaged in laboratory-based inquiry activities and microteaching presentations.
  • Data were collected using the Views about Scientific Inquiry (VASI) Instrument and concept maps.

Main Results:

  • The 4-phase implementation positively impacted PSSTs' understanding that investigations start with questions, lack a single method, and derive explanations from data.
  • Concept maps indicated a more coherent understanding of SPs, integrating epistemic and social components.
  • PSSTs still struggled with aspects like inquiry procedures, research conclusions, and distinguishing data from evidence.

Conclusions:

  • The intervention facilitated significant improvements in PSSTs' grasp of core inquiry concepts.
  • Further refinement of laboratory applications is needed to address remaining conceptual gaps in PSSTs' understanding of SI and SPs.
  • The findings offer implications for designing effective science teacher education programs.