The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.21/14944 |
Resumo: | Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum. |
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The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiryScience educationScience teachingUnderstanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum.RCIPLValente, BianorMaurício, PauloFaria, Cláudia20222030-01-01T00:00:00Z2022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/14944engValente, B., Maurício, P. & Faria, C. The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry. Sci & Educ (2022). https://doi.org/10.1007/s11191-022-00377-510.1007/s11191-022-00377-5info:eu-repo/semantics/embargoedAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-03T10:11:46Zoai:repositorio.ipl.pt:10400.21/14944Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:22:39.703573Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
title |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
spellingShingle |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry Valente, Bianor Science education Science teaching |
title_short |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
title_full |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
title_fullStr |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
title_full_unstemmed |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
title_sort |
The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry |
author |
Valente, Bianor |
author_facet |
Valente, Bianor Maurício, Paulo Faria, Cláudia |
author_role |
author |
author2 |
Maurício, Paulo Faria, Cláudia |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
RCIPL |
dc.contributor.author.fl_str_mv |
Valente, Bianor Maurício, Paulo Faria, Cláudia |
dc.subject.por.fl_str_mv |
Science education Science teaching |
topic |
Science education Science teaching |
description |
Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 2022-01-01T00:00:00Z 2030-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.21/14944 |
url |
http://hdl.handle.net/10400.21/14944 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Valente, B., Maurício, P. & Faria, C. The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry. Sci & Educ (2022). https://doi.org/10.1007/s11191-022-00377-5 10.1007/s11191-022-00377-5 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/embargoedAccess |
eu_rights_str_mv |
embargoedAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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