What image of science maintain the future teachers of Early Childhood Education and Primary Education?

• Autor(a) principal: Aragón Núñez, Lourdes
• Data de Publicação: 2017
• Outros Autores: Jiménez Tenorio, Natalia, José Vicente Martorell, Juan, Eugenio Gozalbo, Marcia, Maria Oliva Martínez, José
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v9i2.499

The present study shows the views of nature of science that preservice teachers of childhood and primary education maintain at the third course of higher education at the University of Cadiz, Spain, during the academic year 2015-16. Conceptions of nature of science were detected by means of INPECIP (Inventory of Teacher’ Scientific and Pedagogical Beliefs), a validated questionnaire constituted by 56 items. In this work we focus on the opinions that students expressed about 14 of such items. Main results indicate that initial students’ conceptions fit equally a traditional and a constructivist model; students express agreement with both positivist statements and statements aligned with the new philosophy of science. Moreover, analyses do  not reveal differences in students’ initial conceptions according to sex, childhood/primary degree, or previous high school studies. Overall, preservice teachers do not seem to have a consolidated knowledge regarding the diverse aspects of the nature of science, an issue that needs to be treated in greater depth during their university training, before they start their professional career.