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dc.creatorHamed Al Lal, Sorayaes
dc.creatorRivero García, Anaes
dc.description.abstractOur interest in this work is to develop and implement a Likert-scale questionnaire on primary science teaching. We performed a study with a sample of 404 students in Preservice Primary Education enrolled in a Science Methods Course at the University of Seville. To this end, we designed and validated a 6-point Likertscale questionnaire on which the individual prospective teachers expressed their degree of agreement or disagreement with a series of statements about science teaching and learning in Primary Education. In drafting the statements, we took into account two basic referents: (i) the usual level at which our students begin (starting level, as defined by previous studies with small samples), which coincides with a transmissive perspective on science education (Traditional Model); and (ii) the target levels that we consider desirable, consistent with inquiry based science education (Inquiry-Based Model). The results indicated that the prospective teachers were in agreement with inquiry-based science education, although there co-existed deeply rooted traditional
dc.publisherEuropean Science Education Research Associationes
dc.relation.ispartofESERA Conference 2013es
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.subjectPreservice Science Teacher Educationes
dc.subjectPrimary Science Educationes
dc.subjectMethodological Instrumentses
dc.titleProspective primary teachers' conceptions about Sciece teaching : ideas resistant to changees
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Socialeses

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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as: Attribution-NonCommercial-NoDerivatives 4.0 Internacional