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dc.creatorGarcía Carmona, Antonioes
dc.date.accessioned2022-09-02T11:52:21Z
dc.date.available2022-09-02T11:52:21Z
dc.date.issued2022
dc.identifier.citationGarcía 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.issn0926-7220es
dc.identifier.issn1573-1901es
dc.identifier.urihttps://hdl.handle.net/11441/136649
dc.description.abstractThe 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.formatapplication/pdfes
dc.format.extent27 p.es
dc.language.isoenges
dc.publisherSpringeres
dc.relation.ispartofScience & Education, 31 (3), 685-711.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleSpanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Educationes
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Socialeses
dc.relation.publisherversionhttp://doi.org/10.1007/s11191-021-00263-6es
dc.identifier.doi10.1007/s11191-021-00263-6es
dc.journaltitleScience & Educationes
dc.publication.volumen31es
dc.publication.issue3es
dc.publication.initialPage685es
dc.publication.endPage711es

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