Scientific Reasoning and Its Relationship with Problem Solving: The Case of Upper Primary Science Teachers

Autor/inn/en	Alshamali, Mahmoud A.; Daher, Wajeeh M.
Titel	Scientific Reasoning and Its Relationship with Problem Solving: The Case of Upper Primary Science Teachers
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 6, S.1003-1019 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9646-1
Schlagwörter	Elementary School Teachers; Science Teachers; Problem Solving; Logical Thinking; Statistical Analysis; Gender Differences; Teacher Competencies; Teacher Characteristics; Thinking Skills; Science Instruction + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Problemlösen; Statistische Analyse; Geschlechterkonflikt; Lehrkunst; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study aimed at identifying the levels of scientific reasoning of upper primary stage (grades 4-7) science teachers based on their use of a problem-solving strategy. The study sample (N = 138; 32 % male and 68 % female) was randomly selected using stratified sampling from an original population of 437 upper primary school teachers. The scientific reasoning test was based on a problem-solving strategy and consisted of five parts (32 items) covering basic problem-solving skills. Descriptive and inferential statistics were used to interpret the data. Results indicated that the level of scientific reasoning of these science teachers was high with significant gender differences (p = 0.05) on levels of scientific reasoning that favored the female teachers. The results also showed no significant differences (p > 0.05) in scientific thinking among teachers with different experiences, qualifications, and specializations. These results support holding professional development courses for teachers to develop their scientific reasoning and thinking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01