Validation of an instrument for assessing basic science process skills in initial elementary teacher education

Abstract

Basic science process skills (SPSs) constitute a key dimension of the scientific competence that should be developed from an early age. Therefore, preservice elementary teachers (PETs) who are preparing to teach science should have a sufficient mastery about it. This study presents a questionnaire that allows gradual levels of performance in SPSs to be established, in particular with regard to formulating questions and hypotheses, identifying variables, measurement, planning an inquiry, and interpreting data. The questionnaire was validated in three phases -the first during its design, with the external collaboration of a panel of experts, the second by piloting of a draft versions of the questionnaire on a small sample of PETs, and the third by applying the questionnaire to a sample of 435 PETs. Analysis of the collected data indicated that these were acceptably reliable, and the content and construct validity of the questionnaire was also verified. They also revealed the PETs' generally deficient levels of SPSs. This was especially so regarding identifying suitable questions for school inquiry, understanding precision in measurement, and interpreting data in a table. There was further support for the validity of the questionnaire and the reliability of the outcomes in that it corroborated other results in the literature on the subject that were obtained with different tools and methods.

Development of an Integrated Project-Based Learning Module Based on Black Soybean Ethnoscience to Improve Students' Science Process Skills

“…Research activities in Project-based Learning involve students participating in actual work activities to design their final product (Markula & Aksela, 2022). Involving students in real research activities and developing their thinking skills can improve their science process skills (Brotherton & Preece, 1996;García-Carmona et al, 2023).…”