Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme

Luisa López-Banet; Marina Martínez-Carmona

doi:10.29333/ejmste/11359

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Luisa López-Banet ¹ ^* , Marina Martínez-Carmona ¹

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¹ University of Murcia, SPAIN^* Corresponding Author

Abstract

Recent studies in science education have recognized a possible link between teachers’ beliefs about scientific knowledge and its practice in the classroom. Therefore, it is essential to promote the evolution of the pre-service teachers’ initial beliefs about methodologies for the teaching of chemistry in accordance with the discipline foundations and current recommendations on science teaching. We present the implementation and evaluation of a sequence of activities with a student-centred teaching approach for the training of pre-service science secondary education teachers. Inquiry, modelling, argumentation, as well as game-based learning are examples of the methodologies used. The results show a change of orientation from the epistemic beliefs prior to the programme implementation and highlight significant differences with respect to the relevance given by the teachers to carrying out research activities. For future teachers to develop professional competence, it is necessary to offer them opportunities to experience alternative methodologies during their training.

Keywords

beliefs
methods
scientific competence
scientific practices
secondary education
teacher training

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 12, December 2021, Article No: em2045

https://doi.org/10.29333/ejmste/11359

Publication date: 19 Nov 2021

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Article Downloads: 975

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

López-Banet, L., & Martínez-Carmona, M. (2021). Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2045. https://doi.org/10.29333/ejmste/11359

Vancouver

López-Banet L, Martínez-Carmona M. Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme. EURASIA J Math Sci Tech Ed. 2021;17(12):em2045. https://doi.org/10.29333/ejmste/11359

AMA

López-Banet L, Martínez-Carmona M. Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme. EURASIA J Math Sci Tech Ed. 2021;17(12), em2045. https://doi.org/10.29333/ejmste/11359

Chicago

López-Banet, Luisa, and Marina Martínez-Carmona. "Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 12 (2021): em2045. https://doi.org/10.29333/ejmste/11359

Harvard

López-Banet, L., and Martínez-Carmona, M. (2021). Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2045. https://doi.org/10.29333/ejmste/11359

MLA

López-Banet, Luisa et al. "Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 12, 2021, em2045. https://doi.org/10.29333/ejmste/11359