The impact of inquiry-based laboratories on improving pre-service teachers’ experimental competency

Q3 Social Sciences
Loan Nguyen Thanh, Van Bien Nguyen, Ngoc Tran
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Abstract

In this article, we analyze how IBL affects the experimental competency of pre-service physics teachers. An experimental quantitative analysis method, the static-group pretest-posttest design, has been utilized. A total of 32 pre-service physics teachers participated in the experimental group. In order to observe the experimental competency development level of pre-service physics teachers, the PLIC test and experimental competency test have been used. The findings revealed that inquiry-based laboratories are remarkably effective in developing pre-service physics teachers' experimental competency. The growth rate of behavioral indicators is relatively uniform except for two behaviors (2.7) and (4.5). In addition, the development of pre-service teachers’ experimental competency has reached a high level, but the percentage of students reaching level 3 is still low (14.63%). Therefore, it is suggested that further research, which focuses on increasing the support of teachers at level 3 and expanding the sample size, is needed.
探究式实验室对提高职前教师实验能力的影响
本文分析了 IBL 如何影响职前物理教师的实验能力。我们采用了实验定量分析方法,即静态组前测后测设计。共有 32 名职前物理教师参加了实验组。为了观察职前物理教师的实验能力发展水平,采用了 PLIC 测试和实验能力测试。研究结果表明,探究式实验室在培养职前物理教师的实验能力方面效果显著。除(2.7)和(4.5)两项行为外,其他行为指标的增长率相对均匀。此外,职前教师实验能力的培养已达到较高水平,但达到三级水平的学生比例仍然较低(14.63%)。因此,建议进一步开展研究,重点是增加对第三级教师的支持和扩大样本量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
1.10
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19
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