Details
| Original language | English |
|---|---|
| Article number | 558 |
| Journal | Education Sciences |
| Volume | 11 |
| Issue number | 9 |
| Publication status | Published - 18 Sept 2021 |
Abstract
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.
Keywords
- Cross-lagged panel, Longitudinal study, Nature of science, Preservice teachers, Scientific reasoning
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Computer Science(all)
- General Computer Science
- Social Sciences(all)
- Education
- Health Professions(all)
- Physical Therapy, Sports Therapy and Rehabilitation
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Public Administration
- Computer Science(all)
- Computer Science Applications
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In: Education Sciences, Vol. 11, No. 9, 558, 18.09.2021.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Preservice biology teachers' scientific reasoning skills and beliefs about nature of science
T2 - How do they develop and is there a mutual relationship during the development?
AU - Mahler, Daniela
AU - Bock, Denise
AU - Bruckermann, Till
N1 - Funding Information: Funding: This research was funded by the Leibniz Association under grant number SAW-2014-IPN-1.
PY - 2021/9/18
Y1 - 2021/9/18
N2 - 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.
AB - 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.
KW - Cross-lagged panel
KW - Longitudinal study
KW - Nature of science
KW - Preservice teachers
KW - Scientific reasoning
UR - http://www.scopus.com/inward/record.url?scp=85115604802&partnerID=8YFLogxK
U2 - 10.3390/educsci11090558
DO - 10.3390/educsci11090558
M3 - Article
AN - SCOPUS:85115604802
VL - 11
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 9
M1 - 558
ER -