TY - JOUR
T1 - Pre-Service Science Teachers’ Scientific Reasoning Competencies
T2 - Analysing the Impact of Contributing Factors
AU - Krell, Moritz
AU - Khan, Samia
AU - Vergara, Claudia
AU - Cofré, Hernán
AU - Mathesius, Sabrina
AU - Krüger, Dirk
N1 - Funding Information:
Open Access funding enabled and organized by Projekt DEAL. This work was supported by the German Federal Ministry of Education and Research (grant numbers 01PK11004A, 01PK15004A to DK), the International Cooperation programme for attraction of advanced human capital (grant number MEC 80180066 to HC) and the 2018 UBC-FUB Joint Funding Scheme (to MK and SK).
Publisher Copyright:
© 2022, The Author(s).
PY - 2022
Y1 - 2022
N2 - Scientific reasoning competencies (SRC) are one part of science teachers’ professional competencies. This study examines the contribution of three factors to the development of pre-service science teachers’ SRC: the amount of science education classes, the amount of science classes and the pre-service science teachers’ age. The factors amount of science education classes and amount of science classes have been operationalised in terms of ECTS credit points. N = 438 pre-service science teachers from six universities in Germany, Chile and Canada voluntarily and anonymously responded to an established multiple-choice instrument for assessing SRC, which has been developed by the authors and is available in German, Spanish and English. Multiple linear regression analyses show that the included factors explain a proportion of about 9% of the pre-service science teachers’ SRC. The factor amount of science classes is the only significant predictor and can be seen as an indicator of learning science content knowledge. These findings support the assumption of science content knowledge being a prerequisite for developing pre-service science teachers’ SRC.
AB - Scientific reasoning competencies (SRC) are one part of science teachers’ professional competencies. This study examines the contribution of three factors to the development of pre-service science teachers’ SRC: the amount of science education classes, the amount of science classes and the pre-service science teachers’ age. The factors amount of science education classes and amount of science classes have been operationalised in terms of ECTS credit points. N = 438 pre-service science teachers from six universities in Germany, Chile and Canada voluntarily and anonymously responded to an established multiple-choice instrument for assessing SRC, which has been developed by the authors and is available in German, Spanish and English. Multiple linear regression analyses show that the included factors explain a proportion of about 9% of the pre-service science teachers’ SRC. The factor amount of science classes is the only significant predictor and can be seen as an indicator of learning science content knowledge. These findings support the assumption of science content knowledge being a prerequisite for developing pre-service science teachers’ SRC.
KW - Contributing factors
KW - International cooperation
KW - Pre-service science teachers
KW - Scientific reasoning competencies
UR - http://www.scopus.com/inward/record.url?scp=85123476096&partnerID=8YFLogxK
U2 - 10.1007/s11165-022-10045-x
DO - 10.1007/s11165-022-10045-x
M3 - Article
AN - SCOPUS:85123476096
JO - Research in Science Education
JF - Research in Science Education
SN - 0157-244X
ER -