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PRESERVICE TEACHERS’ REASONING ABILITIES AND THEIR RELATIONSHIPS WITH ACHIEVEMENT IN SCIENCE

The purpose of this study was to investigate preservice science teachers’, reasoning abilities andtheir relationsh ips with achievement in science. A total of 39 preservice teachers who were enrolled in the Bachelor of Education General Science program participated in the study. Three different sets of tests to determine teachers’, ability in abstract, spatial and verbal reasoning were administered to the sample of teachers. The results revealed that a higher percentage of teacherswere categorized as medium ability on abstract, spatial and verbal reasoning. There were also statistically positive significant correlations between teachers’, reasoning abilities and achievement. On analysis using multiple regression, it was found that spatial and verbal reasoning appeared to be the best predictor for achievement in biology whilst abstract and spatial reasoning to be best predictors for achievement in chemistry and physics respectively. Implications of the ,findings were discussed.

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