Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills

• Published in: Chemistry Teacher International : best practices in chemistry education Vol. 1; no. 2; pp. 239 - 249
• Main Authors: Bernard, Paweł, Dudek-Różycki, Karol
• Format: Journal Article
• Language: English
• Published: De Gruyter 18.12.2019
• Subjects: in-service science teachers; inquiry-based education; quantitative research; reasoning skills
• ISSN: 2569-3263; 2569-3263
• DOI: 10.1515/cti-2018-0023

Reasoning skills can be described as abilities to use scientific knowledge to identify and solve problems, and to formulate conclusions based on empirical observations. The European Union promotes the development of reasoning skills as a way to grow knowledgeable and responsible citizens. In a school classroom, the development of reasoning skills can be stimulated by the use of inquiry-based methods. Students’ reasoning skills are frequently measured and compared by many national and international programmes (e.g. PISA). It is obvious that teachers who help students to develop reasoning skills should also have a high level of those skills, however, the teachers who currently work in Central/Eastern European schools have had no opportunity to learn through or even experience inquiry, neither to participate in programmes measuring the level of reasoning skills. In this research, Lawson’s tests were used to measure the level of reasoning skills among science teachers (n = 71) before and after training in using inquiry-based methods. The results showed that reasoning skills are the best developed by physics teachers. Training in using inquiry helps biology and chemistry teachers improve and close the gap between them and physics teachers.