Previous studies indicate that many preservice science teachers lack facility with those formal reasoning patterns that are critical for learning science. The purpose of this project was to develop, implement and evaluate a curriculum package directed at improving preservice secondary science teachers' scientific thinking. A matched treatment-control, quasi-experimental design revealed significant gains achieved through use of the curriculum materials.
Hackling, M., Garnett, P., & Dymond, F. (1990). Improving the Scientific Thinking of Preservice Secondary Science Teachers. Australian Journal of Teacher Education, 15(2). https://doi.org/10.14221/ajte.1990v15n2.2