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Preservice Biology Teachers' Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development?

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Title: Preservice Biology Teachers' Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development?
Authors: Mahler, Daniela (ORCID 0000-0003-0921-1093), Bock, Denise (ORCID 0000-0002-8116-1628), Bruckermann, Till (ORCID 0000-0002-8789-8276)
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Education, Biology, Undergraduate Students, Thinking Skills, Skill Development, Beliefs, Scientific Principles, Scientific Literacy, Correlation, Foreign Countries
Geographic Terms: Germany
ISSN: 2227-7102
Abstract: Scientific reasoning (SR) skills and nature of science (NOS) beliefs represent important characteristics of biology teachers' professional competence. In particular, teacher education at university is formative for the professionalization of future teachers and is thus the focus of the current study. Our study aimed to examine the development of SR skills and NOS beliefs and their mutual relationship during teacher education. We applied paper-and-pencil tests to measure SR skills and NOS beliefs of 299 preservice biology teachers from 25 universities in Germany. The results of linear mixed models and planned comparisons revealed that both SR skills and NOS beliefs develop over the course of the study. Nevertheless, the development of SR skills and multiple aspects of NOS beliefs proceeds in different trajectories. Cross-lagged models showed a complex picture concerning the mutual relationship between SR skills and NOS beliefs during their development (both positive and negative). The current study contributes to the existing research because it is based on longitudinal data and allows--in contrast to cross-sectional research--conclusions about the development of SR skills and NOS beliefs.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314607
Database: ERIC
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  Data: Preservice Biology Teachers' Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development?
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  Data: <searchLink fieldCode="AR" term="%22Mahler%2C+Daniela%22">Mahler, Daniela</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0921-1093">0000-0003-0921-1093</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bock%2C+Denise%22">Bock, Denise</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8116-1628">0000-0002-8116-1628</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bruckermann%2C+Till%22">Bruckermann, Till</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8789-8276">0000-0002-8789-8276</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 20
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  Data: Scientific reasoning (SR) skills and nature of science (NOS) beliefs represent important characteristics of biology teachers' professional competence. In particular, teacher education at university is formative for the professionalization of future teachers and is thus the focus of the current study. Our study aimed to examine the development of SR skills and NOS beliefs and their mutual relationship during teacher education. We applied paper-and-pencil tests to measure SR skills and NOS beliefs of 299 preservice biology teachers from 25 universities in Germany. The results of linear mixed models and planned comparisons revealed that both SR skills and NOS beliefs develop over the course of the study. Nevertheless, the development of SR skills and multiple aspects of NOS beliefs proceeds in different trajectories. Cross-lagged models showed a complex picture concerning the mutual relationship between SR skills and NOS beliefs during their development (both positive and negative). The current study contributes to the existing research because it is based on longitudinal data and allows--in contrast to cross-sectional research--conclusions about the development of SR skills and NOS beliefs.
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      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Science Education
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      – SubjectFull: Biology
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Beliefs
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      – SubjectFull: Scientific Principles
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      – SubjectFull: Scientific Literacy
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      – SubjectFull: Germany
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      – TitleFull: Preservice Biology Teachers' Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development?
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