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Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development
Equity; scientific reasoning; argumentation; situational knowledge; achievement gap; inquiry; prospective science teachers
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Full-Text Articles in Science and Mathematics Education
Examination Of Learning Equity Among Prospective Science Teachers Who Are Concrete, Formal And Postformal Reasoners After An Argumentation-Based Inquiry Course, Ömer Acar, Bruce R. Patton
Examination Of Learning Equity Among Prospective Science Teachers Who Are Concrete, Formal And Postformal Reasoners After An Argumentation-Based Inquiry Course, Ömer Acar, Bruce R. Patton
Australian Journal of Teacher Education
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 …