Reasoning patterns of preservice elementary and middle school science teachers (original) (raw)

The development of formal reasoning ability has been a subject of extensive research over the past two decades. Studies at the high school and college levels in the United States have indicated that the majority of these students do not function at the formal operational level (Chiappetta, 1976). These findings have been replicated at the high school level in Britain (Lovell, 1961; Shayer, Kuchemann, & Wylam, 1976) and Australia (Dale, 1970). Other studies indicate that science achievement (Sayre & Ball, 1975) and the understanding of science concepts (Cantu & Herron, 1978; Lawson & Renner, 1975) are related to the ability of students to use formal operational logic. As a consequence of this research several writers have emphasized the need to modify objectives, content, and teaching methods according to the level of cognitive development of learners (Chiappetta, 1976; Lawson & Renner, 1975; Shayer, 1978). As well, some writers have urged that the development of formal reasoning ability should be a major priority in science education (DeCarcer, Gabel, & Staver, 1978; Lawson, 1982a; McKinnon & Renner, 1971). Reasoning limitations of preservice science teachers are a cause for concern because effectiveness might be reduced in materials-centered activities in which teachers need to be responsive to diverse situations that arise. Lawson (1982b) has indicated that instruction in formal reasoning can be successful with college students. As a consequence, there is a need to investigate the extent and nature of reasoning limitations