Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience

Abstract

In science education, only teachers that are competent in skills, methods and procedures relevant to a science discipline can help learners to develop scientific skills and processes associated with investigating natural phenomena. The purpose of this study was to explore views of pre-service science teachers with regard to science process skills that they had developed through various freshwater activities and the stepwise scientific process. Data were collected through a 4-part questionnaire that included various science process skills and the scientific process. Ninety-four 2nd- and 3rd-year pre-service teachers that registered for a Bachelor of Education degree participated in this study. The results from statistical analyses of the teachers’ responses to skills they had developed showed prominence of observing, yet the teachers failed to link observing and communication to formulating a research question. Similar challenges were also evident in designing experiments. While the teachers were able to link science process skills to hypothesising, they experienced relative challenges in linking relevant skills to observation and drawing conclusions and making inferences. The findings suggest potential challenges to teachers on fair testing investigations in terms of questioning, designing of experiments, drawing of associated conclusions and making inferences.

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

“…Teachers' understanding of scientific processes might be a fundamental facet of thinking synonymous with science and EE -a reason SPS could also be considered as life-long learning skills (Temiz, 2020). Molefe and Aubin's (2021) results from statistical analysis of the present teachers' responses to skills they developed during freshwater study showed prominence of observing. This is a SPS that has been rated highly at the institution .…”

“…The proposition of lifelong education points to one of the initial characteristics of EE that teachers should understand. The other characteristics include integration of education into community and the interdisciplinary and holistic nature of EE even in its application (Molefe & Aubin, 2021). Its approach to solving problems (another characteristic) dovetails with Ntanos et al 's (2018) arguments about EE benefits in terms of critical thinking skills and problem-solving skills.…”

“…The researchers acknowledge that, similar to EECF and scientific investigations, it was important that they presented their findings concerning SPS and the scientific process before those related to correlations between these two variables thereof and the investigations. Nevertheless, it should be noted that this research was a follow-up to one in which they (researchers) studied the present teachers' views about how SPS blend with the scientific process (Molefe & Aubin, 2021). Thus, in this research they chose to focus solely on correlations between several variables (Table 5).…”

The effect of science process skills of students argumentation skills

“…Science process skills are an essential component of cognitive skills; namely, the mastery of science process skills by students can make it easier for students to understand abstract concepts if they learn through concrete objects and are carried out by students themselves through direct learning experiences (Irwanto et al, 2019;Kurniawan et al, 2019;Zainuddin et al, 2020). Thus, science process skills become the principal capital for students in studying science which can support the mastery of science concepts (Duda et al, 2019;Molefe & Aubin, 2021;Şahintepe et al, 2020). As explained, science process skills are indispensable in advancing science and everyday life.…”

Professional development teacher to improve skills of science process and creativity of learners

“…Because many provide training in developing scientific ways of thinking in learning biological sciences, natural science is popular. However, only competent teachers in the science discipline's skills, methods, and procedures can assist learners in developing scientific skills and processes related to natural science learning [25]. As a result, to meet human needs, learners must acquire scientific knowledge and skills that enhance their understanding of human interaction and the environment [26].…”