An analysis of prospective science teachers' understanding of the nature of science

1982 ◽  
Vol 19 (1) ◽  
pp. 25-32 ◽  
Author(s):  
M. B. Ogunniyi
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Prospective Science Teachers

scholarly journals Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

2021 ◽  
Vol 11 (11) ◽  
pp. 688
Author(s):  
Joana Torres ◽  
Clara Vasconcelos
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Conceptual Knowledge ◽  
Learning Experience ◽  
Intervention Programme ◽  
Inquiry Skills ◽  
Educational Implications ◽  
Before And After ◽  
Science Classes ◽  
Prospective Science Teachers

Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.

Models in science and for teaching science: Data from an intervention programme

2017 ◽  
Vol 9 (1) ◽  
pp. 308-318
Author(s):  
Joana Torres ◽  
Clara Vasconcelos,
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching Science ◽  
Future Research ◽  
Intervention Programme ◽  
Science Data ◽  
General Terms ◽  
Models In Science ◽  
Prospective Science Teachers

Abstract     Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers’ views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research. Keywords: Intervention programme, modelling, models, prospective teachers’ views, science teaching.    

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