scholarly journals Correction: Mahler et al. 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? Educ. Sci. 2021, 11, 558

2021 ◽  
Vol 12 (1) ◽  
pp. 21
Author(s):  
Daniela Mahler ◽  
Denise Bock ◽  
Till Bruckermann
Keyword(s):  
Nature Of Science ◽  
Scientific Reasoning ◽  
Original Version ◽  
Mutual Relationship ◽  
Biology Teachers ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

In the original version of the paper [...]

scholarly journals 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?

2021 ◽  
Vol 11 (9) ◽  
pp. 558
Author(s):  
Daniela Mahler ◽  
Denise Bock ◽  
Till Bruckermann
Keyword(s):  
Teacher Education ◽  
Nature Of Science ◽  
Scientific Reasoning ◽  
Professional Competence ◽  
Mutual Relationship ◽  
Biology Teachers ◽  
Cross Sectional ◽  
Complex Picture ◽  
Scientific Reasoning Skills ◽  
Applied Paper

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.

scholarly journals The Effects of Research-Inquiry Based Learning on the Scientific Reasoning Skills of Prospective Science Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 273
Author(s):  
Ibrahim Yuksel
Keyword(s):  
Nature Of Science ◽  
Prospective Teachers ◽  
Scientific Reasoning ◽  
Learning Approach ◽  
Science History ◽  
Inquiry Based Learning ◽  
Significant Difference ◽  
Post Test ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

The aim of this study is to investigate the effect of research-inquiry-based learning approach on the Scientific Reasoning Skills of Science Education Prospective Teachers in the Nature of Science and Science History Course. The study was designed as a single group pre-test – post - test model. The study group consisted of 31 prospective teachers in the 3rd grade of Science Education program in a public university in the spring term of 2017-2018 academic year. For the scientific reasoning skills of prospective teachers "Scientific Reasoning Skills Test - SRST" was measured as a pre-test, then the Nature of Science and Science History course was conducted with the Research-Inquiry Based Learning Approach and SRST was applied as a final test. This test consists of 7 sub-dimensions and contains a total of 26 items. The findings of the sub-problems of the study can be expressed as follows; a significant difference was found between the SRST pre-test total scores and post-test total scores in favor of the post-test total scores according to the sub-dimensions of proportional thinking, correlative thinking and hypothetical thinking. There was no significant difference in the post-test total scores according to the sub-dimensions of conservation laws, identifying and controlling variables, combinatorial thinking and probabilistic thinking. There was no significant difference between SRST pre-test and post-test total scores of man and woman students. A significant difference was found only in the sub-dimension of combinatorial thinking in the total scores of the sub-dimensions of SRST.

scholarly journals Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?

2021 ◽  
Vol 11 (5) ◽  
pp. 244
Author(s):  
Maria Kramer ◽  
Christian Förtsch ◽  
Birgit J. Neuhaus
Keyword(s):  
Knowledge Acquisition ◽  
Scientific Reasoning ◽  
Assessment Tool ◽  
Instructional Quality ◽  
Professional Knowledge ◽  
Biology Teachers ◽  
Time Effects ◽  
Effect Of Treatment ◽  
Scientific Reasoning Skills ◽  
Design Paper

In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge acquisition via texts on PCK, CK, PK, and diagnostic activities of 81 pre-service biology teachers following an experimental design. Paper-pencil tests, measuring PCK, CK, and PK, and the video-based assessment tool DiKoBi Assess, measuring diagnostic activities in the context of diagnosing instructional quality, were used pre and post an intervention. Intervention included four treatments on self-directed knowledge acquisition via texts on (1) PCK, (2) CK, (3) PK, (4) combination PCK/CK/PK. Treatment (5) served as control. Mixed ANOVAs showed large time effects for PCK and CK, but no interaction effect concerning knowledge facets between time and treatment for any of the treatments. Time effects might be due to pre-service teachers’ scientific reasoning on biology instruction that activated knowledge. An ANCOVA showed no significant effect of treatment on diagnostic activities either. We conclude that scientific reasoning about instructional quality is more effective for knowledge acquisition than text-work.

scholarly journals Context Matters: Accounting for Item Features in the Assessment of Citizen Scientists’ Scientific Reasoning Skills

2021 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Till Bruckermann ◽  
Tanja M. Straka ◽  
Milena Stillfried ◽  
Moritz Krell
Keyword(s):  
Scientific Reasoning ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

scholarly journals Online Assessment of Scientific Reasoning Skills and Motivation to Learn Science among Grade 5 and 7 Students in Northern Namibia

2019 ◽  
Vol 9 (4) ◽  
pp. 68
Author(s):  
Linus Kambeyo ◽  
Benő Csapó
Keyword(s):  
Scientific Reasoning ◽  
Probabilistic Reasoning ◽  
Online Assessment ◽  
Motivation To Learn ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Grade 5 ◽  
Science Motivation ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This study aimed to assess students’ scientific reasoning skills using an online assessment method and explore the relationship between their reasoning skills and motivation to learn science. Research participants were 270 Grade 5 and 346 Grade 7 students in the Oshana region of Namibia. The online reasoning skills test consisted of 36 items with 16 tasks assessing conservation, proportional, correlational and probabilistic reasoning, and logical operations in a science context. The five point Likert scale Science Motivation Questionnaire II consisted of 25 items with five subscales. Tasks were developed within and delivered by the eDia platform via the Internet. The reliability of the reasoning skills test was acceptable (Cronbach’s alpha=.74), and it was very good for the Science Motivation Questionnaire (Cronbach’s alpha=.91). The reasoning skill tasks were moderately difficult for the students: M=40.56%; SD=13.47%. One-parameter Rasch analyses showed that there were few items to differentiate students at the low skill levels. Task analysis showed major obstacles in students’ reasoning skills for science learning. Students reported that they were moderately motivated to learn science. A weak correlation was found between the tested scientific reasoning skills and motivation to learn science (r=.21, p<.01). The study suggests that the basic ICT infrastructures in Namibian schools should be improved to exploit the advantages of online assessment.

Developing Scientific Reasoning Skills in Beginning and Ending Students

2015 ◽  
Author(s):  
Suzanne C. Baker ◽  
Maureen A. McCarthy ◽  
Jane S. Halonen ◽  
Dana S. Dunn ◽  
G. William Hill
Keyword(s):  
Best Practices ◽  
Scientific Reasoning ◽  
Optimal Outcomes ◽  
Reasoning Skills ◽  
Ways Of Thinking ◽  
Scientific Reasoning Skills

This chapter discusses the development of scientific reasoning skills in beginning and ending students. The purpose of this chapter is to explore the role that departments and their faculty play in moving students from declaring psychology as a major to mastering the concepts, theories, and ways of thinking of psychologists at a baccalaureate level. This chapter examines best practices that departments and faculty can adopt to facilitate optimal outcomes for both the students and the faculty who deliver the program.

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