Designing a learning environment: empowering preservice science teachers to use evidence in teaching practices

Scientific evidence is a crucial component of scientific practices in developing scientific knowledge. However, preservice science teachers (PSTs) face challenges in incorporating evidence into their lessons. This study aimed to enhance PSTs' conceptual understanding of scientific evidence and enrich their teaching practices by incorporating evidence-based explanations. Design-based research was used to create a learning environment for PSTs within the context of a practicum course in a public university science education program. The learning environment was designed based on three principles derived from sociocultural learning theory, teacher learning research, and science education literature—providing scaffolding, facilitating reflection, and situating learning experiences in meaningful contexts. A pilot study and two cycles of implementation and refinement were conducted. Qualitative data were collected through questionnaires, interviews, observations of teaching practices, and lesson plans created by PSTs. The findings showed improvements in PSTs' conceptual understanding of evidence and the progression of their teaching practices toward evidence-based lessons. The results highlight the role of the three design principles in supporting their learning. The current research offers valuable insights for enhancing science teacher education, demonstrating how well-designed learning environments can equip PSTs with the essential pedagogical content knowledge needed for teaching evidence-based lessons.