Factors related to cognitive reasoning of pre-service teachers’ science process skills: Role of experiments at home on meaningful learning
Accessinfo:eu-repo/semantics/openAccessAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/
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CitationHacıeminoğlu, E., Yıldız, N. G. ve Şeker, R. (2022). Factors related to cognitive reasoning of pre-service teachers’ science process skills: Role of experiments at home on meaningful learning. Sustainability, 14(13). http://doi.org/10.3390/su14137703
Abstract: This study aims to ascertain the level of science process skills (SPSs) among pre-service science teachers and to describe how these skills are reflected in their learning approach during the knowledge acquisition process. Additionally, we intend to explore those factors (i.e., those related to cognitive reasoning) that are utilized by pre-service teachers during science experiments conducted at home, in terms of the attainment of SPSs. The course documents of 36 pre-service science teachers were used to help further our understanding of the nature of learning about science through active participation in the inquiry process. Data collection procedures were conducted during a Laboratory Application Course; the participating students were required to undergo the Science Process Skills Test, completed to ascertain their pre-existing skills, as well as a project report investigating the factors affecting plant growth to ascertain levels of SPSs. These data were analyzed using a document analysis method. Data from a Science Process Skills Test were analyzed using the SPSS 20.0 program, along with the descriptive statistics. The findings indicate that the skills that achieved the highest averages included the formulation of preparation predations, as well as experimentation, while the lowest point averages went to the subcategories of proof through experience and communication. Upon an examination of the project reports, several pre-service teachers soon realized they had made certain errors during the design phase of the experiment, and returned to the initial stage. Still others made errors in the descriptions of variables, findings, and inferences, with the smallest minority committing errors in terms of observation. Students who possessed a meaningful learning approach were deemed as having internalized and recalled concepts in a meaningful way.