Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry
Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/10/11/332 |
| _version_ | 1797547789323862016 |
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| author | Friederike Vogt Philipp Schmiemann |
| author_facet | Friederike Vogt Philipp Schmiemann |
| author_sort | Friederike Vogt |
| collection | DOAJ |
| description | Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly valuable, since formative assessment contributes to the quality of science teaching and learning. The four-dimensionality of the construct of professional vision with its abilities (perception, description, explanation, and prediction) was confirmed by means of our text-vignette-based instrument. The professional vision of pre-service teachers (<i>N</i> = 80) was fostered in training, involving a seminar phase and a teaching phase in an out-of-school laboratory. In a pre-post design significant interaction effects of groups (training vs. comparison group (<i>N</i> = 39)) and time for the ability description (<i>F</i>(1,117) = 29.14 <i>p</i> < 0.001) and prediction (<i>F</i>(1,117) = 14.81 <i>p</i> < 0.001) were found, indicating the sensitivity of the instrument. Our instrument allows the assessment of the abilities description and prediction. The scales for the abilities perception and explanation need further refinements. Nonetheless, our instrument could be a starting point to further investigate professional vision in science contexts as it incorporates the essential key features such as a situated approach. |
| first_indexed | 2024-03-10T14:50:09Z |
| format | Article |
| id | doaj.art-cceb69a032f9464a90d3bed3a23ad2d1 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T14:50:09Z |
| publishDate | 2020-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-cceb69a032f9464a90d3bed3a23ad2d12023-11-20T21:06:39ZengMDPI AGEducation Sciences2227-71022020-11-01101133210.3390/educsci10110332Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific InquiryFriederike Vogt0Philipp Schmiemann1Biology Education, University of Duisburg-Essen, 45117 Essen, GermanyBiology Education, University of Duisburg-Essen, 45117 Essen, GermanyProfessional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly valuable, since formative assessment contributes to the quality of science teaching and learning. The four-dimensionality of the construct of professional vision with its abilities (perception, description, explanation, and prediction) was confirmed by means of our text-vignette-based instrument. The professional vision of pre-service teachers (<i>N</i> = 80) was fostered in training, involving a seminar phase and a teaching phase in an out-of-school laboratory. In a pre-post design significant interaction effects of groups (training vs. comparison group (<i>N</i> = 39)) and time for the ability description (<i>F</i>(1,117) = 29.14 <i>p</i> < 0.001) and prediction (<i>F</i>(1,117) = 14.81 <i>p</i> < 0.001) were found, indicating the sensitivity of the instrument. Our instrument allows the assessment of the abilities description and prediction. The scales for the abilities perception and explanation need further refinements. Nonetheless, our instrument could be a starting point to further investigate professional vision in science contexts as it incorporates the essential key features such as a situated approach.https://www.mdpi.com/2227-7102/10/11/332pre-service teachersprofessional developmentprofessional visionscientific inquirytest instrument |
| spellingShingle | Friederike Vogt Philipp Schmiemann Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry Education Sciences pre-service teachers professional development professional vision scientific inquiry test instrument |
| title | Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry |
| title_full | Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry |
| title_fullStr | Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry |
| title_full_unstemmed | Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry |
| title_short | Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry |
| title_sort | assessing biology pre service teachers professional vision of teaching scientific inquiry |
| topic | pre-service teachers professional development professional vision scientific inquiry test instrument |
| url | https://www.mdpi.com/2227-7102/10/11/332 |
| work_keys_str_mv | AT friederikevogt assessingbiologypreserviceteachersprofessionalvisionofteachingscientificinquiry AT philippschmiemann assessingbiologypreserviceteachersprofessionalvisionofteachingscientificinquiry |