Scientific Method Skills of Prospective Teacher Students Based on Their Major Background Science and Non-Science

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Science students exhibited stronger skills in the question and procedure components of the scientific method, whereas non-science students showed less consistency.
In a sample of 102 prospective teachers, significant differences were found in the systematic thinking patterns exhibited by students from different educational backgrounds.
Using Pearson correlation analysis and t-tests, the study identified distinct correlations among scientific thinking stages between science and non-science students.
Implications for developing curricula that cater to various educational backgrounds highlighting the need for differentiated approaches to learning science.

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This analysis reveals differences in scientific method skills among prospective teacher students, suggesting curriculum enhancement is needed.

Baiq Fatmawati (2025) studied this question.

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This analysis reveals differences in scientific method skills among prospective teacher students, suggesting curriculum enhancement is needed.