Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Refective Reading of News Articles

Abstract

A study is presented that analyzed the pedagogical efcacy of reading opinion articles about methods of science, published in the media, in order to improve the meta-scientifc understanding of 52 preservice primary teachers (PPTs) with regard to the topic. To this end, an activity was designed taking an explicit and refective approach. The design of the activity required a short teaching intervention when being implemented in class in order to facilitate its integration into the program of the subject of science teaching. Before doing the activity, the PPTs’ prior conceptions about the nature of methods of science were diagnosed using the Opinions about Science, Technology and Society Questionnaire (COCTS, in its Spanish acronym). The activity consisted of reading the articles, and then responding in small work groups to a series of questions for refection and debate on the topic. The groups’ responses were then shared and discussed in class. Once the activity had fnished, the PPTs responded to the questionnaire again (post-test) in order to evaluate how their conceptions had progressed. There was an improvement in their understanding of various aspects of the nature of methods of science (e.g., scientists use a variety of methods in their research depending on the object of study, the context, and the resources available, or that the scientifc method is an idealized, simplistic, and therefore poor representation of how scientists do research). These results show that the activity was efective in getting the PPTs to refect and learn about the topic. Finally, the limitations of the study are discussed (e.g., the limited time frame to implement the activity and evaluate results), and some future research perspectives are given to improve the understanding of PPTs about the nature of methods of science.