Examination of Learning Equity among Prospective Science Teachers Who Are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

Autor/inn/en	Acar, Ömer; Patton, Bruce R.
Titel	Examination of Learning Equity among Prospective Science Teachers Who Are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 2, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Science Teachers; Preschool Teachers; Science Process Skills; Thinking Skills; Abstract Reasoning; Persuasive Discourse; Physics; Science Instruction; Achievement Gap; Scores; Science Achievement; Teacher Education Programs; Science Tests; Pretests Posttests; Multivariate Analysis + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Denkfähigkeit; Abstraktes Denken; Denken; Persuasion; Persuasive Kommunikation; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multivariate Analyse
Abstract	This study had two research purposes. First, we examined the scientific reasoning gains of prospective science teachers who are concrete, formal, and postformal reasoners in an argumentation-based physics inquiry instruction. Second, we sought conceptual knowledge and achievement gaps between these student groups before and after the instruction. Results were reported for 114 prospective science teachers. Results showed that concrete reasoners' scientific reasoning gain was higher than those of formal and postformal reasoners. Moreover postformal reasoners outperformed formal and concrete reasoners on a situational conceptual knowledge subscale before and after instruction. In addition, postformal and formal reasoners scored higher than concrete reasoners both on an initial achievement and final achievement measures. However, in-depth analyses showed that final achievement differences between postformal and concrete, and formal and concrete reasoners were lower than their respective initial achievement differences. Implications for teacher education programs were discussed according to these findings. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01