Revision and Manipulation of Physical Models as Tools for Developing the Aquifer Model by Preservice Elementary Teachers

Autor/inn/en	Seijas, Nahia; Uskola, Araitz
Titel	Revision and Manipulation of Physical Models as Tools for Developing the Aquifer Model by Preservice Elementary Teachers
Quelle	In: International Journal of Science Education, 44 (2022) 11, S.1715-1737 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seijas, Nahia) ORCID (Uskola, Araitz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2095453
Schlagwörter	Geology; Science Instruction; Water; Water Quality; Teaching Methods; Systems Approach; Grounded Theory; Scaffolding (Teaching Technique); Preservice Teachers; Elementary School Teachers; Teacher Education Programs; Prediction; Misconceptions; Decision Making; Models; Field Trips; Foreign Countries; Freehand Drawing; Teacher Student Relationship; Spain + Suchen Sie Ihr Suchwort? Historische Geologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wasser; Wasserqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Systemischer Ansatz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vorhersage; Missverständnis; Decision-making; Entscheidungsfindung; Analogiemodell; Exkursion; Ausland; Drawing; Zeichnen; Teacher student relationships; Lehrer-Schüler-Beziehung; Spanien
Abstract	Citizens show misunderstandigs about groundwater that hinder making informed decisions about problems like the deterioration of aquifers. Science education should address this, including modelling practices about the aquifer model. Physical models (PM) have been extensively used in geology teaching, but students rarely construct, evaluate or manipulate them. This study addressed how the revision and manipulation of PMs contributed to the construction of a complete aquifer model by 80 Preservice Elementary Teachers (PETs) of two cohorts (subsequent years) that participated in a modelling teaching sequence that included fieldwork and the construction of a PM The model representations (drawings, writings, oral expressions, PMs) were analysed, based on systems thinking framework, through a constant comparison method. In Year 2 PETs that constructed a complete model tripled those of Year 1. The conversations in groups and the model representations throughout the sequence show that the evaluation of the PM when comparing it with reality during the field trip, and their manipulation guided by teachers' scaffoldings to encourage PETs to make representations and predictions, led them to revise their models in Year 2. Therefore, we conclude that it is the manipulation and revision of PMs that facilitates the revision and improvement of the aquifer model. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01