South African primary school learners’ understandings about the nature of scientific inquiry

Penn, Mafor; Ramnarain, Umesh; Kazeni, Monde; Dhurumraj, Thasmai; Mavuru, Lydia; Ramaila, Sam

doi:10.1080/03004279.2020.1854956

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…For example, Sadler et al (2004) stated that only %10 of high school students gave a correct and complete explanation about how data could be used in an argument. Similarly, there were also other studies reported that students were naive in generating explanations from collected data (Gyllenpalm, Rundgren, Lederman & Lederman, 2021;Penn, Ramnarain, Kazei, Dhurumraj, Mavuru & Ramaila, 2021;Schimek, 2012) and in conducting multiple designs (Kuhn, 2007;Penn et al, 2021;Piraksa, Srisawasdi & Koul, 2014;. In another study, Erlina, Susantini and Wasis (2018) explained the reasons for students' difficulties in proportional, probabilistic, correlational and hypo-deductive reasoning and control of variables strategy.…”

Section: Researches About Scientific Reasoning Skillsmentioning

confidence: 79%

A Case Study for Evaluating Scientific Reasoning Skills Training Program

KOCAGÜL¹,

Çoban²

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Current educational reforms consider scientific reasoning skills as significant to engage students into generate scientific explanations. The primary aim of this study is to evaluate the effectiveness of a teacher-training program, which is based on gaining knowledge, instructional strategies and skills for science teachers to promote students' scientific reasoning skills. The participants of this research, which was in holistic single case study design, were an in-service science teacher who had attended to Scientific Reasoning Skills Training Program (SRSTP) and his thirty-two 5th grade students. Teaching Scientific Reasoning Skills Observation Form (TSROF), and Force and Motion Scientific Reasoning Skills Test (FMSRT) were used as data collection tools. Results indicated that the trained teacher showed success at the rate of maximum %61,06 of observed phenomena with %47,76 of them in behaviors dimension and the students showed significant developments both in total score of FMSRT and especially in inductive, deductive, causal, analogical reasoning skills and control of variables strategy.

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Section: Researches About Scientific Reasoning Skillsmentioning

confidence: 79%

A Case Study for Evaluating Scientific Reasoning Skills Training Program

KOCAGÜL¹,

Çoban²

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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“…Furthermore, it could also be used to study the understanding of scientific inquiry among learners (J. Lederman et al, 2019;Penn et al, 2021) and students (J. Lederman et al, 2021;Penn & Ramnarain, 2022), and for incorporating ESD's theme in preservice teacher science programme (Paristiowati et al, 2022).…”

Section: General Backgroundmentioning

confidence: 99%

A Nexus of Scientific Investigations, Science Process Skills, and Sustainable Development Goals: Pre-Service Teachers’ Views Concerning Mangroves Fieldwork

Molefe,

Aubin

2023

JBSE

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Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry. Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals

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“…The teaching of NOSI usually begins in middle school, but recent studies have revealed that early graders (kindergarten to K5) also have the capacity to understand some features of scientific inquiry, so it should be started at the earliest age possible (Bartels & Lederman, 2022;Lederman et al, 2019;Tytler & Peterson, 2003). The findings of the limited number of studies conducted with younger children show that these children's views on NOSI are limited (Bartels & Lederman, 2022;Lederman, 2012;Lederman & Bartels, 2018;Lederman et al, 2013;Lederman & Lederman, 2004;Penn et al, 2021). The attitudes of children toward science and the process of learning science are highly affected by the knowledge, attitudes, and behaviors of the teacher (Yurt, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

Kartal

Mesci

2022

International Journal of Assessment Tools in Education

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This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

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South African primary school learners’ understandings about the nature of scientific inquiry

Cited by 5 publications

References 17 publications

A Case Study for Evaluating Scientific Reasoning Skills Training Program

A Case Study for Evaluating Scientific Reasoning Skills Training Program

A Nexus of Scientific Investigations, Science Process Skills, and Sustainable Development Goals: Pre-Service Teachers’ Views Concerning Mangroves Fieldwork

Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

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