A Framework for Learning to Teach Science in Initial Primary Teacher Education

Jiménez, Vicente Mellado; Blanco, Lorenzo; Ruiz, Constantino

doi:10.1023/a:1009449922079

Cited by 29 publications

(8 citation statements)

References 67 publications

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“…One could suppose that this inconsistency might be due to the fact that teachers' knowledge about students' alternative conceptions was not obtained from their actual teaching experience during science classes but was originated from their learning in the courses of preservice teacher programs and/or in-service training. As reported in the literature, much effort has been exerted in order to develop specific teacher preparation programs which focus on increasing teachers' PCK, including the understanding of students' prior knowledge (e.g., Davis and Smithey 2009;Mellado et al 1998;Otero and Nathan 2008;Pringle 2006), and this might provide the teachers with the knowledge about students' alternative conceptions. However, five out of 12 alternative conceptions (1E, 2C, 3D, 4B, and 5E), which more than 10 % of teachers expected to be prevalent among their students, have not been reported in previous studies.…”

Section: Discussionmentioning

confidence: 99%

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Yang

Noh

Scharmann

et al. 2013

Asia-Pacific Edu Res

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Knowledge about students' conceptions is one of the requisite components of pedagogical content knowledge. A keen awareness of students' alternative conceptions provides teachers with information about prospective difficulties students may incur as they make attempts to learn more accurate scientific representations of critical concepts. In this study, we investigated elementary school teachers' understanding of their students' alternative conceptions about change of states and dissolution. The subjects were 152 elementary school teachers and 529 sixth graders in Korea. A conceptions test and the test of the understanding about students' conceptions were administered in order to examine students' alternative conceptions and the teachers' awareness of their students' alternative conceptions, respectively. The effects of teachers' characteristics such as teaching experience, highest academic degree, science teaching efficacy, and views about teaching and learning (i.e., constructivist

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Section: Discussionmentioning

confidence: 99%

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Yang

Noh

Scharmann

et al. 2013

Asia-Pacific Edu Res

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“…Since the science teaching referents for prospective teachers are the teachers that they themselves had in their school years, teacher educators must be careful that the methods they actually apply in initial teacher education are consistent with the theoretical models that they present to their students (Adamson, Bank, Burtch, Cox, Judson, Turley, Benford et al 2003;Mellado, Blanco & Ruiz, 1998). Otherwise, the prospective teachers will learn more from what they see done in class than from what they are told ought to be done (Stoddart, Connell, Stofflett & Peck, 1993).…”

Section: Discussionmentioning

confidence: 99%

The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science

Jiménez

Bermejo

Blanco

et al. 2007

Int J of Sci and Math Educ

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We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher_s conceptions of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom observations. The results reflected Miguel_s relativist conceptions of the nature of science that were consistent with his constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that knowledge. Miguel_s classroom behavior was completely contrary to his conceptions, which were to reinforce the students_ alternative ideas through debate, and not by means of teacher explanation.

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“…Ello pone de manifiesto que se debería actuar de una manera inmediata para resolver estas cuestiones. A estas conclusiones también han llegado otros autores donde se ha comprobado como muchos/as maestros/as no se sienten lo suficientemente competentes al tratar esta temática (Mellado, Blanco y Ruiz, 1998;Morgan, 2012;Morote, Campo y Colomer, 2019;Souto et al, 2019).…”

Section: Conclusionesunclassified

Educar para convivir con el riesgo de inundación

Seguido

González

2020

Estud. geogr.

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En la región mediterránea el principal riesgo natural son las inundaciones. Este se ha agravado en las últimas décadas por el incremento de la exposición del ser humano y se prevé que aumente la peligrosidad según los escenarios de cambio climático. Por este motivo, tratar estos temas en el aula y la formación de maestros/as sobre esta temática debe ser una prioridad tal y como establece el currículo de Educación Primaria (área de Ciencias Sociales). Los objetivos de esta investigación son: 1) Analizar los conocimientos que poseen los/as futuros/as maestros/as sobre el riesgo de inundación para desarrollar estos contenidos en el aula; 2) Comprobar la relevancia que los/as futuros/as docentes le conceden a esta problemática socio-ambiental; y 3) Entender qué tipo de formación académica inicial han recibido estos/as alumnos/as para enfrentarse a estos desafíos de la enseñanza durante la Educación Primaria. Metodológicamente se ha realizado una encuesta a modo de estudio de caso a los/as futuros/as maestros/as de Educación Primaria (Facultat de Magisteri, Universidad de Valencia). Los resultados indican que estos tienen: 1) Escasos conocimientos previos en relación con los riesgos de inundación; 2) Una reducida percepción de la importancia del factor vulnerabilidad para mitigar el riesgo; y 3) Escasa información recibida sobre esta temática en su etapa de formación escolar.

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A Framework for Learning to Teach Science in Initial Primary Teacher Education

Cited by 29 publications

References 67 publications

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science

Educar para convivir con el riesgo de inundación

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