SCIENTIFIC REASONING ABILITY OF STUDENT TEACHERS IN GENERAL SCIENCE PROGRAM
DOI:
https://doi.org/10.14456/nrru-rdi.2022.72Keywords:
Scientific reasoning, Student teachers in general science, Deductive reasoning, Inductive reasoningAbstract
Scientific reasoning is an essential skill for transforming students into scientific literate. In addition, scientific reasoning is a part of the professional competence of science teachers. This research aims to explore the scientific reasoning abilities of 30 2nd general science students using simple random sampling. Data were collected using a 24-item scientific reasoning scale using related biologically daily life situations and measuring two components, deductive reasoning, and inductive reasoning, that the consistency index was 0.67-1.00. The data was analyzed by means and content analysis. The results showed that the mean scores in all sub-components were low. Inductive reasoning on inductive proof identification was the highest mean score (=0.73, S.D.=0.44 out of 2 points), followed by inductive reasoning on inductive conclusions (x̄=0.61, S.D.=0.55 out of 2 points), and deductive reasoning in deductive reasoning (
=0.59, S.D.=0.54 out of 2 points), respectively. The lowest mean score was the inductive reason on inductive reasoning (
=0.40, S.D.=0.56 out of 2 points), and flowing by deductive reasoning on deductive reasoning (
=0.49, S.D.=0.50 out of 2 points). The content analysis indicated that they incompletely provided reasons to support their claims. The results of this research reflect that the science teacher curriculum should promote more student teachers’ scientific reasoning, primarily in the inductive and deductive hypotheses field
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