Epistemological Conceptions in Teacher Education: A Study with Students from Luanda
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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/10174/29640 https://doi.org/10.46328/ijres.1759 |
Resumo: | Epistemology plays an important role in detecting learning difficulties in a given field of knowledge and in directing strategies to eliminate them. This quantitative study aimed to get to know the perceptions of 624 students, related to the nature of science and science teaching and learning. The cross-sectional survey, based on the Inventory of Teacher’s Pedagogical & Scientific Beliefs (INPECIP) questionnaire, was applied to the students who attended the 10th, 11th and 12th grades of teacher training courses, in a school in Luanda. The results reveal a clear majority agreement with the theoretical and conceptual frameworks presented, in decreasing manner, from the “didactic model” through the “learning theory”, the “image of Science” and the “teaching methodologies”. The regression model highlights that the course attended clearly influences the epistemological conceptions of the respondents. |
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Epistemological Conceptions in Teacher Education: A Study with Students from LuandaEpistemological conceptionsScience imageLearning theoriesPersonal didactic modelTeaching methodologiesEpistemology plays an important role in detecting learning difficulties in a given field of knowledge and in directing strategies to eliminate them. This quantitative study aimed to get to know the perceptions of 624 students, related to the nature of science and science teaching and learning. The cross-sectional survey, based on the Inventory of Teacher’s Pedagogical & Scientific Beliefs (INPECIP) questionnaire, was applied to the students who attended the 10th, 11th and 12th grades of teacher training courses, in a school in Luanda. The results reveal a clear majority agreement with the theoretical and conceptual frameworks presented, in decreasing manner, from the “didactic model” through the “learning theory”, the “image of Science” and the “teaching methodologies”. The regression model highlights that the course attended clearly influences the epistemological conceptions of the respondents.International Journal of Research in Education and Science (IJRES)2021-04-01T14:41:56Z2021-04-012021-03-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/29640http://hdl.handle.net/10174/29640https://doi.org/10.46328/ijres.1759engVictor, E., Costa, M. C., & Bonito, J. (2021). Epistemological Conceptions in Teacher Education: A Study with Students from Luanda. International Journal of Research in Education and Science, 7(2), 479-504.479-5042148-9955https://ijres.net/index.php/ijres/article/view/17592International Journal of Research in Education and Science (IJRES)7lucia03victor@hotmail.comlopescosta@ua.ptjbonito@uevora.ptEpistemological conceptions in teacher education: A study with students from Luanda.229Victor, Eufrásia CorrêaCosta, Maria ConceiçãoBonito, Jorgeinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:26:47Zoai:dspace.uevora.pt:10174/29640Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:19:13.192928Repositório 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 |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
title |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
spellingShingle |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda Victor, Eufrásia Corrêa Epistemological conceptions Science image Learning theories Personal didactic model Teaching methodologies |
title_short |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
title_full |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
title_fullStr |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
title_full_unstemmed |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
title_sort |
Epistemological Conceptions in Teacher Education: A Study with Students from Luanda |
author |
Victor, Eufrásia Corrêa |
author_facet |
Victor, Eufrásia Corrêa Costa, Maria Conceição Bonito, Jorge |
author_role |
author |
author2 |
Costa, Maria Conceição Bonito, Jorge |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Victor, Eufrásia Corrêa Costa, Maria Conceição Bonito, Jorge |
dc.subject.por.fl_str_mv |
Epistemological conceptions Science image Learning theories Personal didactic model Teaching methodologies |
topic |
Epistemological conceptions Science image Learning theories Personal didactic model Teaching methodologies |
description |
Epistemology plays an important role in detecting learning difficulties in a given field of knowledge and in directing strategies to eliminate them. This quantitative study aimed to get to know the perceptions of 624 students, related to the nature of science and science teaching and learning. The cross-sectional survey, based on the Inventory of Teacher’s Pedagogical & Scientific Beliefs (INPECIP) questionnaire, was applied to the students who attended the 10th, 11th and 12th grades of teacher training courses, in a school in Luanda. The results reveal a clear majority agreement with the theoretical and conceptual frameworks presented, in decreasing manner, from the “didactic model” through the “learning theory”, the “image of Science” and the “teaching methodologies”. The regression model highlights that the course attended clearly influences the epistemological conceptions of the respondents. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-01T14:41:56Z 2021-04-01 2021-03-01T00:00:00Z |
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/10174/29640 http://hdl.handle.net/10174/29640 https://doi.org/10.46328/ijres.1759 |
url |
http://hdl.handle.net/10174/29640 https://doi.org/10.46328/ijres.1759 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Victor, E., Costa, M. C., & Bonito, J. (2021). Epistemological Conceptions in Teacher Education: A Study with Students from Luanda. International Journal of Research in Education and Science, 7(2), 479-504. 479-504 2148-9955 https://ijres.net/index.php/ijres/article/view/1759 2 International Journal of Research in Education and Science (IJRES) 7 lucia03victor@hotmail.com lopescosta@ua.pt jbonito@uevora.pt Epistemological conceptions in teacher education: A study with students from Luanda. 229 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
International Journal of Research in Education and Science (IJRES) |
publisher.none.fl_str_mv |
International Journal of Research in Education and Science (IJRES) |
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) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136673867497472 |