Research Article
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A Teacher Training Program for Learning and Teaching about Scientific Reasoning Skills

Year 2023, Volume: 13 Issue: 3, 456 - 483, 31.12.2023

Merve Kocagül Gül Ünal Çoban

https://doi.org/10.19126/suje.1287592

Abstract

This study aims to improve science teachers' scientific reasoning skills (SRS) in using and teaching these skills through a professional development program, Scientific Reasoning Skills Teacher Training Program (SRSTP). Forty-five middle school science teachers participated in the study, which was on convergent parallel design. "Scientific Reasoning Skills Assessment Form (SRSAF)" and "Scientific Reasoning Skills Test for In-service and Pre-service Science Teachers (SRSTIPST)" were used to determine the improvement in teachers' use of scientific reasoning skills. Besides, "Self-efficacy Perceptions towards Teaching Scientific Reasoning Skills Assessment Form (SEPSRSAF)" and "Self-efficacy Perceptions towards Teaching Scientific Reasoning Skills Scale (SEPSRS)" were used to determine teachers' self-efficacy perceptions towards teaching them. Findings from SRSAF and SRSTIPST pointed out that teachers' scores in using specific scientific reasoning skills and their ways of making claims, presenting evidence, and reasoning differed significantly after SRSTP. Findings from SEPSRS showed that teachers got significantly higher scores in creating SRS based learning environment, academic proficiency, using SRS in the classroom, assessment of SRS, and instructional ways for teaching SRS after the professional development program. SEPSRSAF supported these findings by revealing that SRSTP allowed teachers to change their efficacy sources from indirect experience to active experiences and improve personal characteristics such as showing empathy. It was also found that teachers' perceptions of teaching SRS shifted towards teacher-related factors after SRSTP. These findings were discussed, and the contribution of the results was explained.

Keywords

science teachers scientific reasoning skills professional development teacher training

Supporting Institution

The Scientific and Technological Research Council of Turkey (TUBİTAK)

Project Number

118B155

Thanks

We would thank to the Scientific and Technological Research Council of Turkey for supporting this study as a project. We would also thank to all participant teachers.

References

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  • Brand, B. R., & Wilkins, J. L. M. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18 (2), 297-317. https://doi.org/10.1007/s10972-007-9038-7
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Akıl Yürütme Becerilerinin Öğrenimi ve Öğretimine Yönelik bir Öğretmen Eğitimi Programı

Year 2023, Volume: 13 Issue: 3, 456 - 483, 31.12.2023

Merve Kocagül Gül Ünal Çoban

https://doi.org/10.19126/suje.1287592

Abstract

Bu çalışma, Akıl Yürütme Becerileri Eğitim Programı (AYBEP) isimli bir mesleki gelişim programı yoluyla fen bilimleri öğretmenlerinin akıl yürütme becerileri (AYB) kullanımlarını ve öğretimlerini iyileştirmeyi amaçlamaktadır. Paralel yakınsayan desene dayalı bu çalışmaya 45 ortaokul fen bilimleri öğretmeni katılmıştır. “Akıl Yürütme Becerileri Değerlendirme Formu (AYBDF)” ve “Fen Bilimleri Öğretmenleri ve Öğretmen Adaylarına Yönelik Akıl Yürütme Becerileri Testi (FBÖAYBT)” öğretmenlerin akıl yürütme becerileri kullanımlarındaki gelişmeleri belirlemek üzere kullanılmıştır. Bunun yanı sıra, “Akıl Yürütme Becerileri Öğretimine Yönelik Öz-yeterlik Algısı Değerlendirme Formu (AYBÖDF)” ve “Akıl Yürütme Becerileri Öğretimine Yönelik Öz-yeterlik Algısı Ölçeği (AYBÖ)” öğretmenlerin bu becerilerin öğretimine yönelik öz-yeterlik algılarını belirlemek üzere kullanılmıştır. AYBDF ve FBÖAYBT bulguları, öğretmenlerin belirli akıl yürütme becerilerindeki puanlarının ve iddia oluşturma, kanıt sunma ve akıl yürütme yollarının AYBEP sonrası anlamlı derecede farklılaştığına işaret etmiştir. AYBÖ bulguları, mesleki gelişim programı sonrası öğretmenlerin akıl yürütme becerilerine dayalı öğrenme ortamı oluşturma, akademik yetkinlik, AYB sınıf içi kullanımı, AYB değerlendirilmesi ve AYB öğretim yollarında anlamlı derecede yüksek puanlar aldıklarını göstermiştir. AYBÖDF, AYBEP’nın öğretmenlere yeterlik kaynaklarını dolaylı deneyimden aktif deneyime değiştirme ve empati gösterme gibi kişisel özelliklerini iyileştirme imkanı tanıdığını ortaya çıkararak bu bulguları desteklemiştir. Ayrıca, AYBEP sonrası öğretmenlerin AYB öğretimi algılarının öğretmenle ilgili faktörlere yöneldiği bulunmuştur. Elde edilen bulgular tartışılmış ve sonuçların katkıları açıklanmıştır.

Keywords

Akıl yürütme becerileri fen bilimleri öğretmenleri mesleki gelişim öğretmen eğitimi

Project Number

118B155

References

  • Abdelkareem, H. (2008). Empowering students’ scientific reasoning about energy through experimentation and data analyses. Doctoral dissertation, Michigan State University, Michigan. https://www.proquest.com/docview/304581756
  • Alonzo, A. C., & Kim, J. (2018). Affordances of video-based professional development for supporting physics teachers’ judgments about evidence of student thinking. Teaching and Teacher Education, 76, 283-297. https://doi.org/10.1016/j.tate.2017.12.008
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bell, P. & Linn, M.C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22, 797–817. https://doi.org/10.1080/095006900412284
  • Bezci, F., & Sungur, S. (2021). How is middle school students’ scientific reasoning ability associated with gender and learning environment? Science Education International, 32 (2), 96-106. https://doi.org/10.33828/sei.v32.i2.2
  • Brand, B. R., & Wilkins, J. L. M. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18 (2), 297-317. https://doi.org/10.1007/s10972-007-9038-7
  • Buyukozturk, S. (2012). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation]. Ankara: Pegem Akademi.
  • Chen, Z., & Klahr, D. (1999). All other things being equal: Children’s acquisition of the control of variables strategy. Child Development, 70, 1098–1120. https://doi.org/10.1111/1467-8624.00081
  • Choi, S., Shepardson, D., Niyogi, D., & Charusombat, U. (2010). Do earth and environmental science textbooks promote middle and high school students’ conceptual development about climate change?: Textbooks’ consideration of students’ conceptions. Bulletin of the American Meteorological Society, 91 (7), 889–898. https://doi.org/10.1175/2009BAMS2625.1
  • Chowning, J.T., Griswold, J.C., Kovarik, D.N., & Collins, L.J. (2012). Fostering critical thinking, reasoning, and argumentation skills through bioethics education. PLoS ONE, 7 (5), 1-9. https://doi.org/0.1371/journal.pone.0036791
  • Chu, S. K. W., Tavares, N. J., Chu, D., Ho, S. Y., Chow, K., Siu, F. L. C., & Wong, M. (2012). Developing upper primary students' 21st-century skills: Inquiry learning through collaborative teaching and Web 2.0 technology—Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd Ed.). Californa: SAGE Publications.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). NJ: Erlbaum.
  • Corder, G. W., & Foreman, D. I. (2014). Nonparametric statistics: A step-by-step approach (2nd Ed.). NJ: John Wiley & Sons Inc.
  • Diezmann, C. M., Watters, J. J., & English, L. D. (2002). Teacher behaviors that influence young children’s reasoning. In Cockburn, A. D. & Nardi, E. (Eds). Proceedings 27th Annual Conference of the International Group for the Psychology of Mathematics Education 2 (pp. 289-296). Norwich, UK.
  • Duschl, R. A., & Grandy, R. E. (2008). Teaching scientific inquiry: Recommendations for research and implementation. The Netherlands: Sense Publishers
  • Flick, L. (1991). Analogy and metaphor: Tools for understanding inquiry science methods. Journal of Science Teacher Education, 2 (3), 61–66. https://doi.org/10.1007/BF02629748
  • Geist, M. J. (2004). Orchestrating classroom change to engage children in the process of scientific reasoning: Challenges for teachers and strategies for success. Doctoral dissertation, Peabody College of Vanderbilt University, Nashville. https://www.proquest.com/docview/305185356
  • Gillies, R. M. (2011). Promoting thinking, problem-solving and reasoning during small group discussions. Teachers and Teaching: Theory and Practice, 17 (1), 73–89. https://doi.org/10.1080/13540602.2011.538498 Gopnik, A., Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 3–32.
  • Han, J. (2013). Scientific reasoning: Research, development and assessment. Doctorate dissertation, The Ohio State University, Ohio. https://etd.ohiolink.edu/!etd.send_file?accession=osu1366204433&disposition=attachment
  • Harrington, M. (2019). Improving causal reasoning in a college science course. Master thesis, University of Michigan.
  • Hayes, B. K., & Thompson, S. P. (2007). Causal relations and feature similarity in children’s inductive reasoning. Journal of Experimental Psychology: General, pp. 136, 470–484. https://doi.org/10.1037/0096-3445.136.3.470
  • Hilfert-Rüppell, D., Loob, M., Klingenberg, K., Eghtessad, A., Höner, K., Müller, R., Strahl, A., & Pietzner, V. (2013). Scientific reasoning of prospective science teachers in designing a biological experiment. Lehrerbildung auf dem Prüfstand, 6 (2), 135-154.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Merve Kocagül 0000-0002-1152-9220

Gül Ünal Çoban 0000-0002-0143-0382

Project Number 118B155
Early Pub Date December 28, 2023
Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 13 Issue: 3

Cite

APA Kocagül, M., & Ünal Çoban, G. (2023). A Teacher Training Program for Learning and Teaching about Scientific Reasoning Skills. Sakarya University Journal of Education, 13(3), 456-483. https://doi.org/10.19126/suje.1287592
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