Science Teacher Education on Nature of Science through Explicit and Reflective Curriculum Development

Autor/inn/en	Manassero-Mas, María-Antonia; Vázquez-Alonso, Ángel
Titel	Science Teacher Education on Nature of Science through Explicit and Reflective Curriculum Development
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 20 (2021) 2, Artikel 2 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Science Education; Preservice Teacher Education; Graduate Students; Young Adults; Secondary School Science; Curriculum Development; Professional Development; Direct Instruction; Reflective Teaching; Instructional Effectiveness; Scientific Literacy; Scientific Principles; Beliefs; Concept Formation; Investigations; Science and Society; Pedagogical Content Knowledge; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Young adult; Junger Erwachsener; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Belief; Glaube; Concept learning; Begriffsbildung; Untersuchung; Pädagogische Kompetenz; Ausland; Spanien
Abstract	Nature of science (NOS) is a key component of scientific literacy, so science teacher education on NOS is critical to ensure students' scientific literacy. According to mainstream NOS literature, explicit and reflective interventions are recommended to effectively teach NOS. This paper presents an experience for the initial education of secondary science teachers, which focuses on teachers' professional and pedagogical content knowledge development on NOS. A mixed-method approach involving quantitative and qualitative activities was applied to evaluate the effectiveness of the intervention to improve teachers' NOS understanding. The quantitative activity was carried out through a quasi-experimental design with pre-post-test assessments, and the qualitative activity involved the teachers' development of a teaching-learning sequence on a controversial science historical case and their self-reflections on their NOS beliefs, as expressed in the sequence and the answers to the test. The participants are two cohorts of Spanish high-school science teachers enrolled in the Master's course to earn their pre-service education license to teach in Spanish schools. The results diagnosed pre- and post-test teachers' NOS beliefs, their actual improvements, and their self-assessments of their understanding of and changes on NOS. The findings showed an overall modest improvement of teachers' NOS understanding, the differential impact of treatment across cohorts, teachers, and NOS issues, and the difficulty of the self-reflection processes to develop teachers' awareness of their NOS beliefs. Furthermore, this ability was positively and significantly related to post-test and improvement indexes. Finally, the impact, generalization, improvement, and limits of the intervention model are discussed. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01