Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles
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Published
Dec 31, 2022
Abstract
In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers.
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Keywords
Scientific Reasoning Skills, Field-Dependent/Field-Independent Cognitive Styles, Guided Inquiry Learning
References
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Beck, C. W., & Blumer, L. S. (2012). Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. Ecosphere, 3(12):1-11. DOI: https://doi.org/10.1890/ES12-00280.1
Beck, C. W., Butler, A., & Burke da Silva, K. (2014). Promoting inquiry-based teaching in laboratory courses: Are we meeting the grade? CBE—Life Sciences Education, 13(3):444-452. DOI: https://doi.org/10.1187/cbe.13-12-0245
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Blumer, L. S., & Beck, C. W. (2019). Laboratory courses with guided-inquiry modules improve scientific reasoning and experimental design skills for the least-prepared undergraduate students. CBE—Life Sciences Education, 18(1). DOI: https://doi.org/10.1187/cbe.18-08-0152
Bruder, R., & Prescott, A. (2013). Research evidence on the benefits of IBL. ZDM Mathematics Education, 45(6):811-822. DOI: https://doi.org/10.1007/s11858-013-0542-2
Bybee, R. W. (2000). Teaching science as inquiry: In J. Minstrel & E. H. Van-Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20-46). AAAS.
Cakan, M. (2003). Psychometric data on the group embedded figures test for Turkish undergraduate students. Perceptual and Motor Skills, 96(3):993-1004. DOI: https://doi.org/10.2466/pms.2003.96.3.993
Carolan, T. F., Hutchins, S. D., Wickens, C. D., & Cumming, J. M. (2014). Costs and benefits of more learner freedom: Meta-analyses of exploratory and learner control training methods. Human Factors, 56(5):999-1014. DOI: https://doi.org/10.1177/0018720813517710
Cataloglu, E., & Ates, S. (2014). The effects of cognitive styles on naive impetus theory application degrees of pre-service science teachers. International Journal of Science and Mathematics Education, 12(4):699-719. DOI: https://doi.org/10.1007/s10763-013-9430-z
Ceylan, E., Güzel-Yüce, S., & Koç, Y. (2019). Öğretmenlik yolunda fen öğretimi laboratuvar uygulamaları dersi: Bir durum çalışması [Science laboratory practices course on the way of teaching: A case study]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 39:22-47. DOI: https://doi.org/10.33418/ataunikkefd.649293
Cheng, S. C., She, H. C., & Huang, L. Y. (2018). The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem solving. Eurasia Journal of Mathematics, Science and Technology Education, 14(3):731-743. DOI: https://doi.org/10.12973/ejmste/80902
Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. Irvington.
Daempfle, P. A. (2006). The effects of ınstructional approaches on the ımprovement of reasoning in ıntroductory college biology: A quantitative review of research. Bioscene: Journal of College Biology Teaching, 32(4):22-31. DOI: https://files.eric.ed.gov/fulltext/EJ854249.pdf
Danili, E., & N. Reid. (2004). Some strategies to improve performance in school chemistry based on two cognitive factors. Research in Science and Technological Education, 22:203-223. DOI: http://dx.doi.org/10.1080/0263514042000290903
Dwyer, F. M., & Moore, D. M. (1992). Effect of color coding on visually and verbally oriented tests with students of different field dependence levels. Journal of Educational Technology Systems, 20(4):311-320. DOI: https://doi.org/10.2190/T0EY-KF0H-0RTV-X5DG
Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education-meta-analytic evidence from intervention studies. Educational Research and Evaluation, 22(5-6):333-349. DOI: https://doi.org/10.1080/13803611.2016.1240089
Evans, C., Richardson, J. T., & Waring, M. (2013). Field independence: Reviewing the evidence. British Journal of Educational Psychology, 83(2):210-224. DOI: https://doi.org/10.1111/bjep.12015
Evren-Yapıcıoğlu, A., & Yurttaş-Kumlu, G. D. (2017). Öğretmen adaylarının fizik laboratuvarında karşılaştıkları sorunlar, baş etme yöntemleri ve çözüm önerileri [Problems Encountered by Pre-Service Teachers in the Physics Laboratory, Coping Methods and Suggestions for Solutions]. Researcher: Social Science Studies, 5(9):1-15. DOI: https://doi.org/10.19171/uefad.820218.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill Humanities/Social Sciences/Languages.
Gray, A. (2016, January). The 10 skills you need to thrive in the Fourth Industrial Revolution. World Economic Forum, April, 21. Available at: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
Hofstein, A. (2016). The role of laboratory ın science teaching and learning. In Taber, K. S., & Akpan, B. (Eds.), Science education: An international course companion (pp.357-368). Springer.
Hofstein, A., & Kind, P. (2012). Learning in and from science laboratories. In B. Fraser, K. Tobin, & K.McRobbie (Eds.), Second handbook of research in science teaching (pp. 189-208). Springer.
Hofstein, A., Dkeidek, I., Katchevitch, D., Nahum, T. L., Kipnis, M., Navon, O., Shore, R., Taitelbaum, D., & Mamlok-Naaman, R. (2019). Research on and development of inquiry-type chemistry laboratories in Israel. Israel Journal of Chemistry, 59(6-7):514-523. DOI: https://doi.org/10.1002/ijch.201800056
Idika, M. I. (2017). Influence of cognitive style and gender on secondary school students’ achievement in and attitude to chemistry. Advances in Social Sciences Research Journal, 4(1):129-139. DOI: https://doi.org/10.14738/ASSRJ.41.2585
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures. Psychology Press.
Jensen, J. L., & Lawson, A. (2011). Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in undergraduate biology. CBE Life Sciences Education, 10(1):64-73. DOI: https://doi.org/10.1187/cbe.10-07-0089
Johnstone, A. H., & Al‐Naeme, F. F. (1991). Room for scientific thought? International Journal of Science Education, 13(2):187-192. DOI: https://doi.org/10.1080/0950069910130205
Jonassen, D. H., & Grabowski, B. (1993). Handbook of ındividual difference learning, and ınstruction. Routledge.
Klahr, D.; Zimmerman, C.; Matlen, B.J. (2019). Improving students’ scientific thinking. In J. Dunlosky & K.A. Rawson (Eds.), The Cambridge Handbook of Cognition and Education, (pp. 67-99) Cambridge University Press.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2):75-86. DOI: https://doi.org/10.1207/s15326985ep4102_1
Koran, M. L. & Koran, J. J. (1984). Aptitude-treatment interaction research in science education. Journal of Research in Science Teaching, 21:793-808. DOI: https://doi.org/10.1002/tea.3660210804
Lawson, A. E. (1985). A review of research on formal reasoning and science teaching. Journal of Research in Science Teaching, 22(7):569-617. DOI: https://doi.org/10.1002/tea.3660220702
Lawson, A. E. (1995). Science teaching and development of thinking. Wadsworth/Thompson Learning.
Lawson, A. E. (2000). The generality of hypothetico-deductive reasoning: making scientific thinking explicit. The American Biology Teacher, 62(7):482-495. DOI: https://doi.org/10.2307/4450956
Lawson, A. E., Clark, B., Cramer-Meldrum, E., Falconer, K.A., Kwon, Y.J., & Sequist, J.M. (2000). The development of reasoning skills in college biology: Do two levels of general hypothesis-testing skills exist? Journal of Research in Science Teaching, 37(1):81-101. DOI: https://doi.org/10.1002/(SICI)1098-2736(200001)37:1<81::AID-TEA6>3.0.CO;2-I
Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3):681-718. DOI: http://dx.doi.org/10.3102/0034654315627366
Leech, N. L. & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & Quantity, 43(2):265-275. DOI: https://doi.org/10.1007/s11135-007-9105-3
Lunetta, V. N., Hofstein, A., & Clough, M. (2007), Learning and teaching in the school science laboratory: an analysis of research, theory, and practice, In N. Lederman. & S. Abel (Eds,), Handbook of research on science education (pp. 393-441), Lawrence Erlbaum.
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How to Cite
Sahin, F., & Sasmaz Oren, F. (2022). Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles. Science Insights Education Frontiers, 13(2), 1875–1897. https://doi.org/10.15354/sief.22.or072
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