Background: In response to reform recommendations calling for students' engagement in scientific practices and the lack of the enactment of such practices in science classrooms, we explored the implementation of scientific practices with special emphasis on model-based inquiry in a secondary science teacher preparation program. Sample: The participants of this study were 26 preservice secondary teachers who engaged in a specially designed sequence that emphasized scientific practices. Purpose: Our aim in this study was to examine the impact of this specially-designed sequence on the participants' views about the usefulness of scientific practices as a pedagogical approach, their intentions in implementing scientific practices as future teachers, and the nature of the emotions they experienced throughout their engagement in the sequence. Design and methods: Data were collected through a questionnaire, which the participants completed following their participation in the sequence. Results: The statistical analysis of the data showed that the majority of the participants: (a) perceived that they developed adequate understandings about scientific practices; (b) stated that they would implement scientific practices in their future teaching practices; and, (c) experienced positive emotions throughout their engagement in the sequence. Conclusion: These findings are discussed alongside implications for teacher preparation and future research in the area of scientific practices and emotions.
Television ads usually use scientific messages to highlight the benefits of the products they advertise. This is the case of a known brand of chewing gum that "helps to increase the oral pH after meals". From this starting point, we have developed a short sequence of activities (sensopills for 1.5h) with a Model-Based Inquiry teaching approach to engage students in scientific practices, and understand disciplinary core ideas and crosscutting concepts in order to promote critical consumers of information about science, as NRC recommend. We use a historical acid/base model (Lemery) to explain and predict oral pH phenomena. The sensopill "chewing gum" has been implemented with hundreds of secondary school students. Learning self-regulation results show that students recognized having learned the difference between dilution and neutralization and the concept of pH and their improvement at some scientific inquiry skills such as hypothesis formulation and data collection.
Presentamos el análisis de las entrevistas audio-grabadas a catorce especialistas en didáctica de las ciencias, formadores de maestros, sobre lo que declaran acerca de qué es prioritario para la formación inicial de maestros y cómo lo desarrollan en el aula. Hemos analizado las entrevistas para caracterizar los elementos del enfoque de enseñanza de las ciencias por indagación basada en modelos que los formadores de maestros destacan entre las prioridades de la formación inicial. Los resultados muestran elementos de indagación destacados por casi todos los formadores como trabajar a partir del planteamiento de preguntas y explicar fenómenos cotidianos, elementos muy próximos a las características de este enfoque de enseñanza. También hemos identificado perfiles de formadores de maestros (en función de los elementos del enfoque que declaran) que pueden resultar útiles de cara a facilitar la diseminación de propuestas de indagación en la formación de maestros.
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