PRESERVICE SCIENCE TEACHERS’ VIEWS ABOUT SCIENTIFIC INQUIRY

Hatice Baykara, Zeha Yakar, Shiang-Yao Liu

Abstract


The goals of this study are to determine the Turkish preservice science teachers’ views about scientific inquiry. In this research, simple descriptive survey is conducted for the purpose of describing pre-service science teachers’ views about scientific inquiry. For this purpose, “Views about Scientific Inquiry (VASI) Questionnaire” was utilized to collect data. Seventy two senior preservice teachers in a Science Teacher Education Program at a large university participated in this study. Data were collected using qualitative research methods of individual open-ended instrument, and semi-structured interviews. Findings revealed that the majority of the preservice teachers’ responses of the scientific inquiry aspects are naive. On the other hand, for only three aspects of SI, the pre-service science teachers have informed views. These aspects are inquiry procedures are guided by the question asked and all scientists performing the same procedures may not get the same results. In this research “All scientists performing the same procedures may not get the same results” was the best understood aspect of inquiry and “Scientific investigations all begin with a question” was the least understood aspect of inquiry. This lack of aspect means that senior PST were not well aware that investigations are based on questions. Also, data analysis indicated that preservice science teachers have difficulties with defining the experiment, observation, data, evidence, and different scientific methods.

 

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pre-service science teachers; scientific inquiry; scientific literacy; views about scientific inquiry

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