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Scientific Evidence as Content Knowledge: a replication study with English and Turkish pre-service primary teachers

Roberts, R.; Sahin-Pekmez, E.

Authors

E. Sahin-Pekmez



Abstract

Pre-service teachers around the world need to develop their content knowledge of scientific evidence to meet the requirements of recent school curriculum developments which prepare pupils to be scientifically literate. This research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in England. The cohorts had different characteristics; in particular, their overall ability, their confidence in science and how they had been taught science at school were different. Despite these differences the explicit teaching of the ‘concepts of evidence’, which is described, proved to be a targeted and efficient intervention in both cohorts. Following teaching both cohorts had increased their understanding of scientific evidence, improved their ability to conduct an open-ended investigation and they were able to ask questions about the evidence for claims made in a socio-scientific issue.

Citation

Roberts, R., & Sahin-Pekmez, E. (2012). Scientific Evidence as Content Knowledge: a replication study with English and Turkish pre-service primary teachers. European Journal of Teacher Education, 35(1), 91-109. https://doi.org/10.1080/02619768.2011.633991

Journal Article Type Article
Publication Date 2012
Deposit Date Oct 5, 2011
Publicly Available Date Jun 6, 2012
Journal European Journal of Teacher Education
Print ISSN 0261-9768
Electronic ISSN 1469-5928
Publisher Taylor and Francis Group
Peer Reviewed Not Peer Reviewed
Volume 35
Issue 1
Pages 91-109
DOI https://doi.org/10.1080/02619768.2011.633991
Keywords Replication study, Content knowledge, Scientific evidence, Concepts of evidence.

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