Assessing Scientific Reasoning Ability Of Pre-service Science Teachers In China

Scientific reasoning competencies(SRC)is an important training goal pursued by China's current core literacy education,and is also an important content of the current research and practice in the international science education community.Compared with advanced countries,there are some shortcomings in China's research on scientific reasoning ability—the lack of research objects for science teachers,and the lack of scientific reasoning assessment tools in the scientific field with credibility and validity.This research starts with the SRC of science teachers,draws on internationally successful scientific thrust ability assessment tools,tries to compile scientific reasoning assessment tools for science teachers in China,and selects appropriate pre-service science teachers who will graduate as research The object of measurement is to understand the development of SRC of pre-service science teachers in China,analyze its influencing factors,and provide a reference for the cultivation of science teachers and their SRC in China.The research focuses on three aspects: scientific reasoning ability,assessment tools for scientific reasoning ability,and scientific thrust ability research and evaluation for pre-service science teachers.Based on the review of related issues,the research focuses on the connotation and composition of SRC and its evaluation.The research found that the appraisal tool of SRC has strict requirements on the applicability of the object.Therefore,this study selects the SRC evaluation tool developed by the German Teacher Education Science Literacy Development Evaluation Project,and uses the vocal thinking tool to revise it to make it Suitable for the context of our country.The research uses a revised assessment tool to evaluate and analyze preservice science teachers.After analyzing the evaluation data,it is found that the tool conforms to the Rasch model and has good reliability and validity.Studies show that the SRC of pre-service science teachers in China generally passes the level of scientific reasoning required by the curriculum standards;the ability of scientific modeling is weaker than the ability of scientific investigation;pre-service science teachers with master's degrees are better than those with undergraduate degrees;gender differences are not significant.In addition,the study tried to compare the evaluation data of preservice science teachers in a school in the northeast of Germany with the evaluation data of China,in order to more objectively understand the level of pre-service science teachers in China.The study found that the level of pre-service science teachers in China and Germany is roughly the same,and the difference between pre-service science teachers in Germany at undergraduate level and China is not large;while at the master level,the ability of pre-service science teachers in China is higher than that of preservice science teachers in Germany.Compared with the German side,the pre-service science teachers in China are better than the scientific investigation ability in Germany,but weaker than the scientific modeling ability.Based on the research results,the author proposes to draw on a foreign scale to build a scale suitable for China: Higher education teacher courses attach importance to the cultivation of scientific modeling capabilities;deepen teachers 'understanding of scientific inquiry;increase the proportion of graduate teachers.