Abstract This study aimed at identifying the levels of scientific reasoning of upper
primary stage (grades 4–7) science teachers based on their use of a problem-solving
strategy. The study sample (N=138; 32 % male and 68 % female) was randomly selected
using stratified sampling from an original population of 437 upper primary school teachers.
The scientific reasoning test was based on a problem-solving strategy and consisted of five
parts (32 items) covering basic problem-solving skills. Descriptive and inferential statistics
were used to interpret the data. Results indicated that the level of scientific reasoning of
these science teachers was high with significant gender differences (p≤0.05) on levels of
scientific reasoning that favored the female teachers. The results also showed no significant
differences (p>0.05) in scientific thinking among teachers with different experiences,
qualifications, and specializations. These results support holding professional development
courses for teachers to develop their scientific reasoning and thinking skills.
Keywords Grades 4–7 . Problemsolving . Science teacher . Scientific reasoning

Title

International Journal of Science and Mathematics Education

Publisher

link.springer

Publisher Country

Canada

Publication Type

Prtinted only

Volume

--

Year

--

Pages

--