Assessing Pre-Service Science Teachers' Scientific Reasoning Competencies

Autor/inn/en	Krell, Moritz; Redman, Christine; Mathesius, Sabrina; Krüger, Dirk; van Driel, Jan
Titel	Assessing Pre-Service Science Teachers' Scientific Reasoning Competencies
Quelle	In: Research in Science Education, 50 (2020) 6, S.2305-2329 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krell, Moritz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9780-1
Schlagwörter	Preservice Teachers; Science Teachers; Science Process Skills; Thinking Skills; Foreign Countries; Multiple Choice Tests; Student Evaluation; Test Validity; Item Response Theory; Protocol Analysis; Australia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Ausland; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulnote; Studentische Bewertung; Testvalidität; Item-Response-Theorie; Australien
Abstract	Scientific reasoning competencies are highlighted in science education policy papers and standard documents in various countries around the world and pre-service science teachers are asked to develop them during teacher training as part of their professional competencies. In order to monitor the development of pre-service science teachers' scientific reasoning competencies during their course of studies and to enable evidence-based improvements of teacher training, instruments for the assessment of scientific reasoning competencies are needed. However, studies propose that the validity of most instruments for assessing scientific reasoning competencies available so far can be questioned. This study presents an English translation of an already developed German multiple-choice instrument to assess pre-service science teachers' scientific reasoning competencies. A sample of N = 105 Australian pre-service science teachers participated in this study by answering the translated instrument. Quantitative (differential item functioning, Mantel-Haenszel statistic) and qualitative (think-aloud protocols) analyses provide validity evidence for the translated instrument. Furthermore, the interpretation of the data as an indicator for the participating Australian pre-service science teachers' scientific reasoning competencies suggests that there is a need for a more explicit emphasis on scientific reasoning in Australian science teacher training. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01