Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6 (Jun., 2012) Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI Comparing science process skills of prospective science teachers: A cross-sectional study Contents Next

Comparing science process skills of prospective science teachers: A cross-sectional study

 

Ömer Faruk FARSAKOĞLU
Kilis 7 Aralık University, Kilis/TURKEY

Çiğdem ŞAHİN
Giresun University, Education Faculty, Department of Science Education
28200, Giresun/TURKEY

Fethiye KARSLI
Giresun University, Education Faculty, Department of Science Education
28200, Giresun/TURKEY

Correspondence author
E-mail: fethiyekarsli28@gmail.com

Received 22 Apr, 2011
Revised 19 Jan, 2012

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Contents

• Abstract
• Introduction
• Method
• The Sample
• Collecting Data
• Data Analysis
• Results
  • Identifying Variables and Formulating Hypotheses
  • Experimenting, Changing and Controlling Variables (Module 2)
  • Collecting Data (Preparing Data Table)
  • Interpreting Data (Interpreting Graphs)
  • Self-efficacy Component Results
  • Identifying Variables and Formulating Hypotheses
• Discussion and Conclusion
• Suggestions
• References

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Abstract

This study was conducted with the purpose of examining how Prospective Science Teachers’ (PST) Science Process Skills (SPS) develop according to different grades. In this study, a cross-sectional research approach in the form of a case study was used. The sample group consisted of a total number of 102 undergraduate students who were selected from four different grades [(First Grade = Freshman) N=33; (Second Grade = Sophomores) N= 23; (Third Grade = Juniors) N= 27; (Fourth Grade = Seniors) N= 34] at the Department of Science Teacher Education, in the Faculty of Education, the University of Giresun. As the data collection tool, a test of assessing science process skills included 12 questions (9 multiple choice and 3 open ended questions) was used in this study. The mean SPS scores for students from different grades were compared. Kruskall-Wallis H test was used to determine whether or not there were significant differences in the levels of the different grades PST’ SPS. Although PST were expected to develop their SPS over the increasing grade levels from the first to the fourth grade, the findings of this study show that there is no linear development.

Keywords: Science process skills, prospective science teachers, cross-sectional approach.