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

Jiménez, Vicente Mellado; Bermejo, María Luisa García; Blanco, Lorenzo; Ruiz, Constantino

doi:10.1007/s10763-007-9081-z

Cited by 39 publications

(35 citation statements)

References 64 publications

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“…As in a number of NOS studies (Akerson et al 2009a;Lederman 1999;Lederman and Zeidler 1987;Mellado et al 2007;Trumbull et al 2006;Waters-Adams 2006), this study supports the proposition that science teachers' conceptions of NOS are not directly related to their classroom practices. With different degrees of understanding of NOS, all participants teach NOS implicitly.…”

Section: Discussionsupporting

confidence: 82%

“…There are several studies that have addressed science teachers' teaching about NOS (Akerson and Abd-ElKhalick 2003;Hanuscin et al 2010;Mellado et al 2007;Schwartz and Lederman 2002;Trumbull et al 2006;Waters-Adams 2006). However, studies concerning teaching NOS in a new learning strand with unfamiliar content, i.e., astronomy and space, is rare.…”

Section: Introductionmentioning

confidence: 99%

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Embedding Nature of Science in Teaching About Astronomy and Space

Buaraphan

2011

J Sci Educ Technol

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Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching. This collective case study aims to explore in-service science teachers' conceptions of NOS and the embeddedness of NOS in their teaching about astronomy and space. Three science teachers participated in this study. All participants attended the NOS workshop based on an explicit-reflective approach. They were asked to respond to the Myths of Science Questionnaire on three different occasions, i.e., at the beginning and the end of the NOS workshop and a semester after the workshop. Classroom observation, interviews after teaching, and a collection of related documents were also employed to collect data. The data were analyzed using a constant comparative method. The results revealed two important assertions. First, science teachers' conceptions of NOS are stable and resistant to change. However, an explicit-reflective approach employed in the NOS workshop, to some extent, promoted science teachers' understanding and reasoning about NOS. Second, science teachers' conceptions of NOS are not directly related to their classroom practices. With different degrees of NOS understanding, all participants taught NOS implicitly and missed most of the opportunities to address aspects of NOS embedded in the topics they taught. The implications of these findings are also discussed.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Embedding Nature of Science in Teaching About Astronomy and Space

Buaraphan

2011

J Sci Educ Technol

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“…En muchos casos estas actividades en el medio natural aparecen desligadas de las clases; una situación que no debe producirse en la enseñanza-aprendizaje de las ciencia (Pujol, 2003). Se puede por tanto constatar en las salidas al medio natural lo afirmado por otros autores sobre la disparidad existente entre las concepciones del docente y su conducta en la enseñanza-aprendizaje de las ciencias (Martínez et al, 2002;Mellado et al, 2007 , 2010). Como ya hemos comentado en la formación de profesores de enseñanza secundaria en España se encuentran personas con un alto nivel de conocimientos en Ciencia, a veces especializados en campos muy concretos de la misma.…”

Section: Conclusionesunclassified

Utilización De La Modelización Para Trabajar Salidas Al Medio Natural en Profesores en Formación De Educación Secundaria.

Borrego¹,

Borrachero²,

Villalobos³

et al. 2014

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“…Incluso en ocasiones estas actividades en el medio natural no se relacionan con las clases. Se confirma de nuevo que hay importantes diferencias entre lo que los profesores creen importante para actividad docente y lo que luego hacen en la misma (Martínez et al, 2002;Mellado et al, 2007;entre otros) Por medio de esta actividad los profesores en formación durante el visionado conjunto de los videos son capaces de reconocer positivamente aquellas salidas con una visión más constructivistas, señalando claramente la de los compañeros que más les había gustado. Del mismo modo fueron capaces de reconocer aquellos aspectos negativos de las salidas de los compañeros que menos les habían gustado, aunque en este caso por norma general no especificaron cuales.…”

Section: 50%unclassified