Assessing pre-service science teachers’ understanding of the nature of scientific inquiry to develop a sustainable technology-infused pedagogical program in teacher education

Abstract

Advancing inquiry-based science education is crucial for fostering sustainable development among science teachers. Integrating digital technology into teacher preparation programs is essential due to its widespread use in inquiry-based methodologies. Understanding the Nature of Scientific Inquiry (NOSI) is fundamental for pre-service science teachers (PSTs) to teach science effectively and sustainably. This study examines PSTs’ understanding of NOSI to identify gaps and areas for improvement among 278 PSTs (224 females and 54 males) from five Thai universities. An adapted 13-item Views about Scientific Inquiry (VASI) instrument, tailored for science teacher education, was used to assess PSTs’ comprehension of NOSI across eight aspects. The VASI Responses were analyzed using directed content analysis, categorizing understandings into naïve, mixed, and informed levels. Findings revealed significant variations in NOSI understanding within the themes of question, method, and conclusion, with most PSTs displaying mixed understandings, indicating partial comprehension. The study highlights the benefits of combining NOSI understanding with technology-infused pedagogical applications of inquiry. It underscores the potential of this integration for sustainable science teacher development by improving NOSI comprehension and equipping future teachers with essential competencies. This approach ensures that PSTs are well-prepared to implement inquiry-based learning effectively, thereby advancing sustainable and effective science education globally.

Keywords

• Sustainable development
• nature of scientific inquiry
• view about scientific inquiry
• digital technology
• inquiry-based learning
• Sustainability Education, Training & Leadership