Scientific Reasoning and Its Relationship with Problem Solving: the Case of Upper Primary Science Teachers
نوع المنشور
بحث أصيل
المؤلفون
النص الكامل
تحميل

Abstract This study aimed at identifying the levels of scientific reasoning of upper
primary stage (grades 4–7) science teachers based on their use of a problem-solving
strategy. The study sample (N=138; 32 % male and 68 % female) was randomly selected
using stratified sampling from an original population of 437 upper primary school teachers.
The scientific reasoning test was based on a problem-solving strategy and consisted of five
parts (32 items) covering basic problem-solving skills. Descriptive and inferential statistics
were used to interpret the data. Results indicated that the level of scientific reasoning of
these science teachers was high with significant gender differences (p≤0.05) on levels of
scientific reasoning that favored the female teachers. The results also showed no significant
differences (p>0.05) in scientific thinking among teachers with different experiences,
qualifications, and specializations. These results support holding professional development
courses for teachers to develop their scientific reasoning and thinking skills.
Keywords Grades 4–7 . Problemsolving . Science teacher . Scientific reasoning

المجلة
العنوان
International Journal of Science and Mathematics Education
الناشر
link.springer
بلد الناشر
كندا
نوع المنشور
مطبوع فقط
المجلد
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السنة
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الصفحات
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