Quantitatively Investigating Inservice Elementary Teachers’ Nature of Science Views

Edgerly, Hallie; Kruse, Jerrid; Wilcox, Jesse

doi:10.1007/s11165-021-09993-7

Cited by 11 publications

(7 citation statements)

References 30 publications

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“…Nevertheless, the reliabilities are partly in an unsatisfactory range in that they might have hindered us from detecting more substantial changes by the longitudinal design [50]. In comparison to previous research, the reliabilities determined in the current study are in the range of the typical values for the SUSSI, except for the subscale theories and laws (i.e., Cronbach's α = 0.44-0.89: [42]; α = 0.16-0.86: [77]) and for the Ko-WADiS instrument (i.e., EAP/PV reliability is: 0.54: [12]; 0.55: [34]).…”

Section: Strengths Limitations and Future Researchcontrasting

confidence: 62%

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

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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.

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Section: Strengths Limitations and Future Researchcontrasting

confidence: 62%

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

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“…This approach is in line with a suggestion by Miller et al, who found substantial correlations between the Likert-type and open-response items [ 80 ]. Despite convincing evidence for validity [ 106 ], low internal consistencies of single subscales have been found [ 107 ]. Therefore, we decided to calculate only the reliability of the total scale.…”

Section: Methodsmentioning

confidence: 99%

Are We on the Way to Successfully Educating Future Citizens?—A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany

Welter

Emmerichs-Knapp

Krell

2023

Behavioral Sciences

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A rapidly changing world and constantly expanding knowledge requires education to no longer focus on teaching subject-matter knowledge but also to promote students’ critical thinking (CT) and an accurate understanding of the nature of science (NOS). However, several studies have shown that these skills are still poorly acquired during formal education. Given the cause–effect sequence from teacher education to teacher action to student learning, it seems reasonable to consider individual factors on the part of (pre-service) teachers as possible contributors to such skill gaps. In our study, we therefore investigated how pre-service biology teachers perform on tasks assessing their CT skills and NOS beliefs. In addition, we addressed the questions of whether test performance and/or the relationships between CT skills and NOS beliefs differ as a function of the number of learning opportunities. Our results show that our participants’ CT skills were only in the low–average range. Moreover, 86% of them did not have an informed understanding of NOS. Although participants in the master’s program demonstrated clearly superior CT skills than those in the bachelor’s program, no such difference was found in terms of NOS beliefs. However, there was a consistent advantage for pre-service teachers who were aspiring to a teaching qualification in two (as opposed to only one) scientific subjects. Our findings provide useful implications, particularly with respect to the influence of learning opportunities in university teacher education and the effectiveness of CT- and NOS-based instructional settings. On a more prospective note, our findings underscore that, given the grand global tasks of the 21st century, it seems more important than ever to ensure that pre-service science teachers have sufficient expertise in CT and NOS in order to increase the likelihood that these teachers will be able to successfully help their future students develop these skills.

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“…Considering methodological criticism regarding the valid interpretation of drawings, alternative assessment formats to overcome this issue need to be developed (Lamminpää et al, 2020;Reinisch et al, 2017). In other areas of nature of science research, closedended instruments proofed to be a valid alternative to assess learners' conceptions (e.g., Edgerly et al, 2021;Liang et al, 2008;Urhahne et al, 2011). For example, Edgerly et al (2021) used the Students' Understanding of Science and Scientific Inquiry (SUSSI) instrument (Liang et al, 2008) to assess elementary teachers NOS understanding by Likert scale items.…”

Section: Methodological Challenges Concerning the Draw-a-scientist Testmentioning

confidence: 99%

“…In other areas of nature of science research, closedended instruments proofed to be a valid alternative to assess learners' conceptions (e.g., Edgerly et al, 2021;Liang et al, 2008;Urhahne et al, 2011). For example, Edgerly et al (2021) used the Students' Understanding of Science and Scientific Inquiry (SUSSI) instrument (Liang et al, 2008) to assess elementary teachers NOS understanding by Likert scale items. They found that four of the eight NOS constructs had acceptable Cronbach's Alpha levels.…”

Section: Methodological Challenges Concerning the Draw-a-scientist Testmentioning

confidence: 99%

Assessing Pre-service Teachers’ Views of Scientists, Their Activities, and Locations: the VoSAL Instrument

Reinisch

Krell

2022

Res Sci Educ

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In science education, learners’ conceptions of scientists and their work are often assessed by the Draw-A-Scientist Test (DAST). Due to validity concerns, methodical literature demands the development of alternative instruments to measure learners’ conceptions validly and efficiently. This study presents an instrument with 29 rating scale items to assess pre-service teachers’ (PSTs) Views of Scientists, their Activities, and Locations (VoSAL). The items were developed based on theoretical considerations, previous findings, and repeated discussions by biology education experts. After several steps of test development, PSTs filled out the questionnaire (N = 1,098). Exploratory factor analyses and reliability measurements mostly confirm the proposed structure. Groups comparisons were performed regarding the results from pre-service biology teachers of three different study stages (nfreshmen = 114; nsecond and third years = 124; ngraduates = 107). Analyses of variance and corresponding post-hoc tests showed that undergraduates (freshmen, second and third years) differ significantly from graduates regarding the scales stereotypical appearance, inquiry location, and scientific activity, with undergraduates having more stereotypical conceptions than graduates. In sum, the VoSAL can be utilized to gain valid data of PSTs’ conceptions about scientists and their work. Also, the VoSAL can be considered efficient since the test time is between 5 and 10 min. Thus, the questionnaire is valuable in studies that aim to introduce and expose PSTs to realistic science images.

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Quantitatively Investigating Inservice Elementary Teachers’ Nature of Science Views

Cited by 11 publications

References 30 publications

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?

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?

Are We on the Way to Successfully Educating Future Citizens?—A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany

Assessing Pre-service Teachers’ Views of Scientists, Their Activities, and Locations: the VoSAL Instrument

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