Scientific Reasoning Competencies: A Case of Preservice Teacher Education

Samia Khan (Lead / Corresponding author), Moritz Krell

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
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In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. The course contained standard topics, such as the nature of science, assessment, and unit and lesson planning in science. The preservice science teachers were asked to reason about two types of problems in a validated pre- and post-questionnaire: investigatory-process problems and problems regarding modeling. Statistical analysis of the data revealed that the course significantly contributed to the development of preservice science teachers’ competencies for those who had two previous degrees compared with those that did not. Furthermore, a greater proportion of teachers were deemed highly competent at planning investigations and testing models than the more generative dimensions of scientific reasoning, such as formulating questions and generating hypotheses. Implications for science teacher education internationally and the movement towards competency-based curricula are put forward.

Original languageEnglish
Pages (from-to)446-464
Number of pages19
JournalCanadian Journal of Science, Mathematics and Technology Education
Issue number4
Early online date19 Nov 2019
Publication statusPublished - Dec 2019


  • Competency
  • Curriculum
  • Preservice teacher education
  • Science education
  • Scientific reasoning

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