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Exploring the Effects of Explicit Science Process Skill Instructions on Primary School Pre-Service Science Teachers Nature of Science Conception

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Title: Exploring the Effects of Explicit Science Process Skill Instructions on Primary School Pre-Service Science Teachers Nature of Science Conception
Language: English
Authors: Gidele Gito, Solomn Sorsa, Samuel Assefa, Deribe Workineh
Source: Journal on Efficiency and Responsibility in Education and Science. 2025 18(4):305-317.
Availability: Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Science Process Skills, Science Instruction, Preservice Teacher Education, Direct Instruction, Scientific Principles, Elementary School Teachers, Preservice Teachers, Science Teachers, Foreign Countries, Instructional Effectiveness
Geographic Terms: Ethiopia
ISSN: 2336-2375
1803-1617
Abstract: Informed Nature of Science (NOS) conception is among the professional competencies of science teachers. As a result, extensive research is being conducted on the development of NOS conceptions among pre-service science teachers (PSSTs). However, it remains a significant challenge, particularly because NOS is a meta-concept that necessitates higher-order cognitive skills. In this study, we explored the influence of explicit Science Process Skill (SPS) instruction on the PSST's NOS conception using a quasi-experimental pretest-posttest design with experimental and control groups. SPS is instructed using the four-component instructional design (4C/ID) model. Findings indicated that PSSTs had a less informed conception of NOS, its various themes, and laws vs. theories and methodologies in scientific investigation. Observation and inference, the tentativeness of scientific theories/knowledge, the existence of creativity and imagination in science, and scientific methodology were significant themes of NOS. On the other hand, laws vs. theories and society and cultural influence on science themes do not show significant improvements. This study demonstrated that explicit SPS instruction is a better framework for developing specific themes of NOS conception. However, it also highlighted the limitations of a single method in altering entire themes, emphasizing the need for an appropriate method for each theme.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492831
Database: ERIC
FullText Text:
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  Data: Exploring the Effects of Explicit Science Process Skill Instructions on Primary School Pre-Service Science Teachers Nature of Science Conception
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  Data: <searchLink fieldCode="AR" term="%22Gidele+Gito%22">Gidele Gito</searchLink><br /><searchLink fieldCode="AR" term="%22Solomn+Sorsa%22">Solomn Sorsa</searchLink><br /><searchLink fieldCode="AR" term="%22Samuel+Assefa%22">Samuel Assefa</searchLink><br /><searchLink fieldCode="AR" term="%22Deribe+Workineh%22">Deribe Workineh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Efficiency+and+Responsibility+in+Education+and+Science%22"><i>Journal on Efficiency and Responsibility in Education and Science</i></searchLink>. 2025 18(4):305-317.
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  Data: Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 2336-2375<br />1803-1617
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  Data: Informed Nature of Science (NOS) conception is among the professional competencies of science teachers. As a result, extensive research is being conducted on the development of NOS conceptions among pre-service science teachers (PSSTs). However, it remains a significant challenge, particularly because NOS is a meta-concept that necessitates higher-order cognitive skills. In this study, we explored the influence of explicit Science Process Skill (SPS) instruction on the PSST's NOS conception using a quasi-experimental pretest-posttest design with experimental and control groups. SPS is instructed using the four-component instructional design (4C/ID) model. Findings indicated that PSSTs had a less informed conception of NOS, its various themes, and laws vs. theories and methodologies in scientific investigation. Observation and inference, the tentativeness of scientific theories/knowledge, the existence of creativity and imagination in science, and scientific methodology were significant themes of NOS. On the other hand, laws vs. theories and society and cultural influence on science themes do not show significant improvements. This study demonstrated that explicit SPS instruction is a better framework for developing specific themes of NOS conception. However, it also highlighted the limitations of a single method in altering entire themes, emphasizing the need for an appropriate method for each theme.
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        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Scientific Principles
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Science Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Ethiopia
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      – TitleFull: Exploring the Effects of Explicit Science Process Skill Instructions on Primary School Pre-Service Science Teachers Nature of Science Conception
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