Examining the Science Design Skills Competency among Science Preservice Teachers in the Post-COVID-19 Pandemic Period

Abstract

The study aimed to investigate the competencies of 42 preservice science teachers from a rural university in crafting scientific investigations while utilising the constructivist learning theory as its theoretical foundation. Employing an explanatory sequential design, the research initially collected quantitative data through a pre-test, followed by an intervention in the experimental group, succeeded by a post-test phase. In order to enrich the quantitative findings, qualitative data in the form of student responses were analysed, offering a more comprehensive understanding of the preservice teachers’ proficiency in experimental design. Within the control group, no statistically significant variance emerged between the pre-test and post-test rankings, Z = −1.3, p = 0.190. In contrast, the experimental group exhibited noteworthy divergence. The Wilcoxon signed-rank test unveiled a substantial upsurge in post-test rankings when juxtaposed with the pre-test standings, Z = −4, p < 0.001. The qualitative data revealed that preservice teachers manifested a lack of familiarity with comprehension of the variables, strategies for ensuring investigation validity and reliability, and a coherent approach to gauging intervention impact. Emphasising the significance of these revelations, the study suggests plausible pathways for addressing these knowledge gaps via collaborative interventions, thus striving to effectively bridge the identified disparities.