Improving the Scientific Thinking of Preservice Secondary Science Teachers

Mark Hackling, Patrick Garnett, Frank Dymond
1990 Australian Journal of Teacher Education  
Previous studies indicate that many preservice science teachers lack facility with those formal reasoning patterns that are critical for learning science. The purpose of this project was to develop, implement and evaluate a curriculum package directed at improving preservice secondary ~,cience teachers' scientific thinking. A matched treatment-control, quasi-experimental design revealed significant gains achieved through use of the curriculum materials.
doi:10.14221/ajte.1990v15n2.2 fatcat:due7bgrdfjbd5njqj44cjknkam