Understanding the Process and Conditions That Improve Preservice Teachers' Conceptions of Nature of Science in Real Contexts

Autor/inn/en	Valente, Bianor; Maurício, Paulo; Faria, Cláudia
Titel	Understanding the Process and Conditions That Improve Preservice Teachers' Conceptions of Nature of Science in Real Contexts
Quelle	In: Journal of Science Teacher Education, 29 (2018) 7, S.620-643 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valente, Bianor) ORCID (Maurício, Paulo) ORCID (Faria, Cláudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1485399
Schlagwörter	Preservice Teachers; Scientific Research; Scientific Principles; Faculty Development; Elementary School Teachers; Seminars; Science Instruction; Personality Traits; Student Attitudes; Diaries; Video Technology; Program Evaluation; Teaching Methods; Scientific Literacy; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Seminar; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Diary; Tagebuch; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	The present study conceptualized, implemented, and evaluated a specific program, the Live Science program. This program integrated 2 distinct but complementary approaches: participants' immersion in real science contexts and the participation of future teachers in seminars intended to share the immersion experience and to reflect on nature of science (NOS). Four future teachers participated in the Live Science program in 2 real research contexts. Through an analysis of the experiences and lessons learned from this program, this study tried to understand to what extent participation in real-context scientific activities, focused on an explicit and reflective approach to NOS, can contribute to the professional development of preservice elementary teachers. Interviews, questionnaires, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the adoption of an explicit approach through illustration and reflection on particular aspects of NOS within the context of scientific research is a promising approach considering that it potentially allows for the development of a more informed understanding of science. The results also suggest that along with personality-related factors, the inherent characteristics of real science contexts play an important role in the development of that understanding. Tightly organized research teams capable of giving ample support to preservice teachers and working in research fields in which participants' conceptions can be confronted should be selected in order to improve the impact of this type of program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01