Presentation
Prospective primary teachers' conceptions about Sciece teaching : ideas resistant to change
Author/s | Hamed Al-Lal, Soraya
Rivero García, Ana |
Department | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales |
Publication Date | 2014 |
Deposit Date | 2016-04-25 |
Published in |
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Abstract | Our 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 ... Our 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 ideas. |
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Prospective.pdf | 1.032Mb | [PDF] | View/ | |