Progressions of prospective primary teachers skills in handing variables and drawing conclusions when they are trained by Experimental Activities

Inquiry-based learning (IBL) strategies are dealt with in our research about Experimental Activities (ExA) in prospective primary teachers´ (PPT) Science training. To determine the quality of a sequence of several ExA programed a pilot study was conducted. This paper shows some of the results obtained. Sixty-three PPTs were initiated in scientific practices. Implementation was ensured by progressive scaffolding, instruction and interim data. Instrument for data collection consisted of the open-ended (but oriented) reports of the groups about the activities done. Several aspects of IBL were studied with our project: Problems, hypotheses, variable identification, control of variable strategy (CVS), and degree of coherence when drawing conclusions (CinC). This paper concerns the latest. Results showed that the CVS, as well as the CinC were difficulties detected in most of the groups at the beginning of the training program. ‘Ad hoc’ instruction and scaffolding were implemented with the aim of addressing each of this difficulties. But growing demand for high order processes were required throughout the implementation of the ExA sequence, as less teacher-guided ExAs were done. Competence skills in IBL of PPTs improved to a different degree depending on the familiarity with the topic addressed in de ExA Institut für Mathematische Bildung Freiburg (IMBF) MaSDiV project (Erasmus+ GA no 2016-2927/003-001) Deutsches Zentrum für Lehrerbildung Mathematik (DZLM) Freiburg Advanced Center of Education (FACE)