Learning to formulate researchable questions in pre-service teacher education

A study on the ability to formulate researchable questions (RQ) of pre-service teachers (PST) for primary education is presented. The work was carried out with 57 PST of a science didactics subject taught during the second year of study. For this, a questionnaire with 4 iterations was carried out and two discussion group sessions were held. The data were analyzed within the framework of a qualitative methodology within an interpretive approach and the results showed that the questions formulated by the PST increased in complexity throughout the different sessions, although these showed a disconnection with the key ideas of the model. Thus, the ability to formulate RQs is influenced by content mastery and explicit discussion and reflection on what IPs are and how they are formulated.