Basic Science Concept Mastery among Prospective Elementary Teachers: A Descriptive Baseline for Diagnostic Assessment
DOI:
10.29303/jppipa.v10i9.16023Published:
2024-09-30Downloads
Abstract
Aggregate achievement scores are frequently used to summarize prospective elementary teachers’ science knowledge, yet such scores can obscure the conceptual patterns that matter for teacher preparation. This study examined the distribution and interpretive limits of basic science achievement among 80 prospective elementary teachers enrolled in a Basic Science Concepts course. A descriptive quantitative cross-sectional design was used, and archived total test scores on a 0-100 scale were analyzed using measures of central tendency, dispersion, category frequencies, and a 95% confidence interval. The mean score was 77.88 (SD = 3.23; 95% CI = 77.16-78.59), with 81.25% of students classified as good, 3.75% as very good, and 15.00% as adequate. The narrow range and small dispersion indicate a relatively homogeneous level of overall achievement. However, because the archived dataset contained only total scores and no item-level responses, reasoning, or confidence data, the study cannot identify which science domains were most difficult or diagnose misconceptions. The contribution of the study is therefore a cautious baseline: aggregate scores can support cohort-level monitoring but are insufficient for diagnostic claims. Teacher-education assessment should complement total scores with item-level, multi-tier, and reasoning-based measures to guide targeted conceptual reinforcement
Keywords:
Basic science Concept mastery Diagnostic assessment Elementary teacher education Prospective teacher Science educationReferences
Addido, J., Burrows, A., & Slater, T. F. (2022). Addressing pre-service teachers’ misconceptions and promoting conceptual understanding through the conceptual change model. Problems of Education in the 21st Century, 80(4), 477-498. DOI: https://doi.org/10.33225/pec/22.80.499
Atwood, V. A., & Atwood, R. K. (1995). Preservice elementary teachers’ conceptions of what causes night and day. School Science and Mathematics, 95, 290-294. DOI: https://doi.org/10.1111/j.1949-8594.1995.tb15785.x
Atwood, R. K., & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33(5), 553-563. https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q DOI: https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q
Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers’ self-efficacy for science and science teaching. School Science and Mathematics, 112(7), 395-409. https://doi.org/10.1111/j.1949-8594.2012.00159.x DOI: https://doi.org/10.1111/j.1949-8594.2012.00159.x
Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225. https://doi.org/10.1007/s10972-005-4861-1 DOI: https://doi.org/10.1007/s10972-005-4861-1
Brown, M. H., & Schwartz, R. S. (2009). Connecting photosynthesis and cellular respiration: Preservice teachers’ conceptions. Journal of Research in Science Teaching, 46(7), 791-812. https://doi.org/10.1002/tea.20287 DOI: https://doi.org/10.1002/tea.20287
Burgoon, J. N., Heddle, M. L., & Duran, E. (2011). Re-examining the similarities between teacher and student conceptions about physical science. Journal of Science Teacher Education, 22(2), 101-114. https://doi.org/10.1007/s10972-010-9196-x DOI: https://doi.org/10.1007/s10972-010-9196-x
d’Alessio, M. A. (2018). The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers. Journal of Science Teacher Education, 29(6), 441-467. https://doi.org/10.1080/1046560X.2018.1456883 DOI: https://doi.org/10.1080/1046560X.2018.1456883
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688. https://doi.org/10.1080/09500690305016 DOI: https://doi.org/10.1080/09500690305016
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989-1008. https://doi.org/10.12973/eurasia.2015.1369a DOI: https://doi.org/10.12973/eurasia.2015.1369a
Howitt, C. (2007). Pre-service elementary teachers’ perceptions of factors in an holistic methods course influencing their confidence in teaching science. Research in Science Education, 37, 41-58. https://doi.org/10.1007/s11165-006-9015-8 DOI: https://doi.org/10.1007/s11165-006-9015-8
Koutsianou, A., & Emvalotis, A. (2022). Assessment of Greek pre-service primary teachers’ efficacy beliefs in physics teaching. Journal of Science Teacher Education, 33(4), 389-409. https://doi.org/10.1080/1046560X.2021.2023959 DOI: https://doi.org/10.1080/1046560X.2021.2023959
Kruse, J., Henning, J., Wilcox, J., Carmen, K., Patel, N., & Seebach, C. (2021). Investigating the correlation between preservice elementary teachers’ self-efficacy and science teaching practices. Journal of Science Teacher Education, 32(4), 469-479. https://doi.org/10.1080/1046560X.2020.1861767 DOI: https://doi.org/10.1080/1046560X.2020.1861767
Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development. Journal of Science Teacher Education, 31(4), 460-481. https://doi.org/10.1080/1046560X.2020.1718863 DOI: https://doi.org/10.1080/1046560X.2020.1718863
Menon, D., & Azam, S. (2021). Investigating preservice teachers’ science teaching self-efficacy: An analysis of reflective practices. International Journal of Science and Mathematics Education, 19, 1587-1607. https://doi.org/10.1007/s10763-020-10131-4 DOI: https://doi.org/10.1007/s10763-020-10131-4
Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649-673. https://doi.org/10.1007/s10972-016-9479-y DOI: https://doi.org/10.1007/s10972-016-9479-y
Moslemi, N., & Mousavi, A. (2019). A psychometric re-examination of the Science Teaching Efficacy and Beliefs Instrument in a Canadian context. Education Sciences, 9(1), 17. https://doi.org/10.3390/educsci9010017 DOI: https://doi.org/10.3390/educsci9010017
Nasir, M., Cari, Sunarno, W., & Rahmawati, F. (2024). The development of a two-tier diagnostic test for student understanding of light. Journal of Turkish Science Education, 20(1), 150-172. https://doi.org/10.36681/tused.2023.009 DOI: https://doi.org/10.36681/tused.2023.009
Norris, C. M., Morris, J. E., & Lummis, G. W. (2018). Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology. International Journal of Science Education, 40(18), 2292-2308. https://doi.org/10.1080/09500693.2018.1528645 DOI: https://doi.org/10.1080/09500693.2018.1528645
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. https://doi.org/10.1002/sce.3730660207 DOI: https://doi.org/10.1002/sce.3730660207
Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., Labrake, C., & Kopp, S. (2015). Do inquiring minds have positive attitudes? The science education of preservice elementary teachers. Science Education, 99(5), 819-836. https://doi.org/10.1002/sce.21177 DOI: https://doi.org/10.1002/sce.21177
Sabel, J. L., Forbes, C. T., & Zangori, L. (2015). Promoting prospective elementary teachers’ learning to use formative assessment for life science instruction. Journal of Science Teacher Education, 26(4), 419-445. https://doi.org/10.1007/s10972-015-9431-6 DOI: https://doi.org/10.1007/s10972-015-9431-6
Seung, E., Park, S., Kite, V., & Choi, A. (2023). Elementary preservice teachers’ understandings and task values of the science practices advocated in the NGSS in the US. Education Sciences, 13(4), 371. https://doi.org/10.3390/educsci13040371 DOI: https://doi.org/10.3390/educsci13040371
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 60(2), 191-249. https://doi.org/10.1080/03057267.2023.2207148 DOI: https://doi.org/10.1080/03057267.2023.2207148
Taşçı, G. (2024). Development of a two-tier diagnostic test to assess misconceptions about biology concepts at primary school. Science Insights Education Frontiers, 25(2), 4099-4122. https://doi.org/10.15354/sief.24.or652 DOI: https://doi.org/10.15354/sief.24.or652
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169. https://doi.org/10.1080/0950069880100204 DOI: https://doi.org/10.1080/0950069880100204
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658. https://doi.org/10.1002/tea.10039 DOI: https://doi.org/10.1002/tea.10039
Kikas, E. (2004). Teachers’ conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41(5), 432-448. https://doi.org/10.1002/tea.20012 DOI: https://doi.org/10.1002/tea.20012
Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 471-479. https://doi.org/10.12973/eurasia.2014.1120a DOI: https://doi.org/10.12973/eurasia.2014.1120a
Starakis, I., & Halkia, K. (2014). Addressing K-5 students’ and pre-service elementary teachers’ conceptions of seasonal change. Physics Education, 49(2), 231-239. https://doi.org/10.1088/0031-9120/49/2/231 DOI: https://doi.org/10.1088/0031-9120/49/2/231
Trumper, R. (2006). Teaching future teachers basic astronomy concepts—seasonal changes—at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906. https://doi.org/10.1002/tea.20138 DOI: https://doi.org/10.1002/tea.20138
Narjaikaew, P. (2013). Alternative conceptions of primary school teachers of science about force and motion. Procedia - Social and Behavioral Sciences, 88, 250-257. https://doi.org/10.1016/j.sbspro.2013.08.503 DOI: https://doi.org/10.1016/j.sbspro.2013.08.503
License
Copyright (c) 2024 Fonny Kotili, Citra Raflesia, Yusak Ratunguri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
