dc.creator | García Carmona, Antonio | es |
dc.date.accessioned | 2022-09-02T11:52:21Z | |
dc.date.available | 2022-09-02T11:52:21Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | García Carmona, A. (2022). Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education. Science & Education, 31 (3), 685-711. https://doi.org/10.1007/s11191-021-00263-6. | |
dc.identifier.issn | 0926-7220 | es |
dc.identifier.issn | 1573-1901 | es |
dc.identifier.uri | https://hdl.handle.net/11441/136649 | |
dc.description.abstract | The obstacles and difculties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher educators
(STEs) know, do, and think about this issue. Thus, a study with 142 Spanish STEs was
conducted. This was aimed at analysing (i) what preparation the STEs have to teach NOS,
(ii) what educational experience they have about NOS, (iii) what importance they give to
NOS in their training plans, (iv) when NOS should be taught, (v) how to integrate NOS
in science education, (vi) how to teach NOS, (vii) what to teach about NOS, and (viii) the
infuences interconnecting the STEs’ preparation, experience, and opinions regarding NOS
teaching. Among the results, it was found that most STEs state that they have ample knowledge of NOS, are well prepared pedagogically to teach it, and have extensive experience in
teaching it. However, there was some mismatch between their stated preparation and their
experience teaching NOS. In addition, they think that NOS should be taught from early
ages and be treated as cross-cutting content in science education. They also consider that,
when teaching NOS, an implicit approach is just as efective as an explicit-refective one.
As for their selection of NOS content to include, they are fundamentally divided into two
groups — those who select only epistemic aspects of NOS and those who select a balanced
proportion of both epistemic and non-epistemic aspects. The limitations of the study are
reported along with the issues that require further research. | es |
dc.format | application/pdf | es |
dc.format.extent | 27 p. | es |
dc.language.iso | eng | es |
dc.publisher | Springer | es |
dc.relation.ispartof | Science & Education, 31 (3), 685-711. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.title | Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales | es |
dc.relation.publisherversion | http://doi.org/10.1007/s11191-021-00263-6 | es |
dc.identifier.doi | 10.1007/s11191-021-00263-6 | es |
dc.journaltitle | Science & Education | es |
dc.publication.volumen | 31 | es |
dc.publication.issue | 3 | es |
dc.publication.initialPage | 685 | es |
dc.publication.endPage | 711 | es |