The influence of the research problem type on the pre-service biology teachers' skill to solve inquiry-based tasks
Abstract
Real science is based on the process of gradually discovering new knowledge, which is put into the context of the previous and raises new questions. To consider the real nature of science, it is essential in teaching to emphasize not only factual and conceptual knowledge, but also the process component associated with specific scientific skills.
The answer to these needs is the use of inquiry-based learning. For its effective implementation, sufficiently developed scientific skills of teachers are necessary.
Therefore, the aim of the research was to find out how pre-service biology teachers solve inquiry-based tasks and what effect the type of research problem included in the solved task has on their solution. Students at the beginning of the follow-up master's degree (ISCED 7) from the Charles University, Faculty of Education in the academic year 2021/2022 participated in the research.
Students practically solved two tasks with a descriptive type of research problem and two tasks with a causal type of research problem. To analyse their solutions, closed coding was used and then a principal components analysis was performed.
A significant difference was found in the solution of the tasks depending on the type of research problem. Significant differences were found out in the recording of exact data and in the formulation of the answer to the research question: inclusion of variables and exact results, considering conducted inquiry and given type of research problem.