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Makale Özeti:
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Pre-service elementary teachers' view on how scientific practice works could
be shown in their lab reports especially which were designed to write their
testing questions, methods, claims and evidences. For better practice of
scientific inquiry for the pre-service teachers, Science Writing Heuristic was
used as a teaching method. Only adopting worksheet of SWH and following
the steps may lead students to the proper experience of scientific inquiry,
which might be hardly expected. The stage of making their own testable
questions is essential and critical for the scientific practice as well. This study
presumed that a group questioning strategy at this stage would be effective for
better scientific inquiry. The purpose of this study is to demonstrate changes
of scientific practices after adapting group questioning strategy in terms of
scientific reasoning and consistency among elements of scientific practices
including questions, methods, claims, and evidences based on pre-service
teachers' lab reports on elementary level science activities. During the science
teaching methods course for pre-service elementary science teachers, the
activity of various subjects in elementary science textbooks were
implemented. In this study, two classes were observed and participants'
writings were collected; one used science writing form without and the other
with group questioning strategy. During participants' practices with the form,
participants were asked to write what they were curious about, what they did
and was their evidences, and what they claimed through the activity. There
were found to be more interactions among participants and more relevant and
testable questions asked in a class with group questioning strategies. It was
implicated that participant pre-service teachers acted similar with children in
terms of scientific practices as well. Further it was discussed whether
scientific practice in school science truly include testing students' own
questions.
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