Promoting Pre-Service Primary Teachers' Development of NOSI through Specific Immersion and Reflection

Y

16

Preservice Teachers; Scientific Principles; Inquiry; Science Education; Misconceptions; Epistemology; Pedagogical Content Knowledge; Foreign Countries; Science Process Skills

1305-8223

This study examined pre-service primary teachers' (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The participants were 40 PPTs attending a science education course during a semester. The study consisted of a pre-test/post-test design approach framed qualitative methods. The intervention consisted of nine 90-minute sessions in which participants addressed NOS and NOSI aspects through explicit-reflective teaching combined with the implementation of inquiry tasks set in everyday-life contexts. Data were collected through an open-ended questionnaire both at the beginning and at the end of the module and they were examined through content analysis. The main findings suggest that pre-service teachers presented naive NOSI conceptions when entered the course, and their ideas improved considerably in most of the NOSI aspects after their immersion in the teaching module.

As Provided

2022

EJ1342169