Abstract:

The main aim of the study was to examine the cognitive ability (scientific reasoning and cognitive reflection) of pre-service teachers in Slovakia. The secondary aim was to compare future preschool teachers with future primary school teachers. A total of 449 pre-service teachers – students (89% women) aged 18 – 37 (M = 20.26; SD = 1.68) participated in the study; 223 were in preschool and elementary education programs and 226 were in the teacher training of academic, artistic-educational or educational subjects programs. Cognitive ability was measured as cognitive reflection by the Cognitive reflection test (Frederick, 2005) and as scientific reasoning by Scientific reasoning scale (Bašnáková et al., 2021; Drummond & Fischhoff, 2017). Both, cognitive reflection and scientific reasoning were weak (M = 1.47; SD = 1.61 for cognitive reflection; M = 1.61; SD = 1.15 for scientific reasoning). There was significant difference in cognitive reflection (W = 18626.00; p < .001; rrb = .261) between future preschool teachers (M = 1.09; SD = 1.35) and future primary school teachers (M = 1.85; SD = 1.75). Cognitive reflection and scientific reasoning correlated, surprisingly, negatively (r = -.188). Although there were differences between students – future teachers in their cognitive abilities (and a surprising finding was also the negative relationship between the two indicators of cognitive ability), the main finding was an alarmingly low level of cognitive abilities of pre-service teachers.

Keywords:

Scientific reasoning, cognitive reflection, cognitive ability, pre-service teachers.