Pre-service Teacher Existing Ideas of Using Computer-Supported for Scientific Inquiry

Abstract

The study aimed to examine physics pre-service teacher existing ideas of computer-supported for inquiry physics learning and learning. Methodology is qualitative research. The research will interpret physics pre-service teacher existing ideas of computer-supported for inquiry physics learning and learning through framework of Chinn & Malhotra (2002) epistemology and cognitive processes of scientific inquiry. Participants included 15 physics pre-service teachers who enrolled for teaching practices in schools for one year, in Thailand. The questionnaire of Using Computer-Supported for Scientific Inquiry (QCSI) and interviewing were tools for interpreting physics pre-service teacher existing ideas of computer-supported for scientific inquiry. The findings revealed that the most of participants perceived few aspects of cognitive process of scientific inquiry when they gave the ideas of using computer-supported for physics teaching. Only three of six aspects of epistemology of scientific inquiry were found from physics pre-service teachers’ ideas. These included responses to anomalous data, purpose of research, and theory-data coordination.