Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection

Beatriz Crujeiras Pérez; Naira Díaz-Moreno

doi:10.29333/ejmste/11795

Full Text (PDF)

Beatriz Crujeiras Pérez ¹ ^* , Naira Díaz-Moreno ²

More Detail

¹ Universidade de Santiago de Compostela, SPAIN² Universidad de Murcia, SPAIN^* Corresponding Author

Abstract

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.

Keywords

epistemology
inquiry
NOSI
pre-service teachers

License

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 18, Issue 3, March 2022, Article No: em2089

https://doi.org/10.29333/ejmste/11795

Publication date: 23 Feb 2022

Article Views: 1811

Article Downloads: 1143

Open Access Disclosures References How to cite this article

Disclosure

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).

References

Acevedo, J. A. (2008). El estado actual de la naturaleza de la ciencia en la didáctica de las ciencias [The current state of the nature of science in science education]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 5(2), 134-169. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2008.v5.i2.02
Acevedo, J. A. (2009). Conocimiento didáctico del contenido para la enseñanza de la naturaleza de la ciencia (I): El marco teórico [Pedagogical content knowledge for teaching the nature of science (I): The theoretical framework]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 6(1), 21-46. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2009.v6.i1.02
Acevedo-Díaz, J. A., & García-Carmona, A. (2016). Algo antiguo, algo nuevo, algo prestado. Tendencias sobre la naturaleza de la ciencia en la educación científica [Something old, something new, something borrowed. Trends on the nature of science in science education]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 13(1), 3-19. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i1.02
Acevedo-Díaz, J. A., García-Carmona, A., & Aragón, M. A. (2017). Historia de la ciencia para enseñar naturaleza de la ciencia: Una estrategia en la formación inicial del profesorado de ciencia [History of science to teach nature of science: A strategy in the initial training of science teachers]. Educación Química [Chemical Education], 28, 140-146. https://doi.org/10.1016/j.eq.2016.12.003
Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95, 518-542. https://doi.org/10.1002/sce.20432
Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509. https://doi.org/10.1002/tea.10086
Berland, L., Schwartz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112. https://doi.org/10.1002/tea.21257
Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497-526. https://doi.org/10.1007/s10972-012-9314-z
Crujeiras-Pérez, B., & Puig, B. (2014). Trabajar la Naturaleza de la Ciencia en la formación inicial del profesorado planificando una investigación [Working on the Nature of Science in initial teacher training planning an investigation]. Educació Química, 17, 55-61.
Díaz Moreno, N., & Crujeiras Pérez, B. (2016). Concepciones del profesorado en formación sobre naturaleza de la ciencia [Conceptions of preservice teachers about the nature of science]. Revista Internacional de Investigación e Innovación en didáctica de las humanidades y las ciencias, 3, 42-54.
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education. Springer. https://doi.org/10.1007/978-94-017-9057-4
Erumit, B. A., Fouad, K. E., & Akerson, V. L. (2019). How do learner-directed scientific investigations influence students’ questioning and their nature of science conceptions? International Journal of Education in Mathematics, Science and Technology, 7(1), 20-31. https://doi.org/0.18404/ijemst.509246
Escrivá-Colomar, I., & Rivero-García, A. (2017). Progresión de las ideas de los futuros maestros sobre la construcción del conocimiento científico a través e mapas generados en una secuencia de actividades [Progression of future teachers’ ideas about the construction of scientific knowledge through maps generated in a sequence of activities]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 14(1), 199-214. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i1.15
García-Carmona, A., & Acevedo-Díaz, J. A. (2018). The nature of scientific practice and science education. Science and Education, 27(5-6), 435-455. https://doi.org/10.1007/s11191-018-9984-9
Guisasola, J., & Morentin, M. (2007). Comprenden la naturaleza de la ciencia los futuros maestros y maestras de educación primaria? [Do future primary school teachers understand the nature of science?] Revista Electrónica de Enseñanza de las Ciencias [Electronic Journal of Science Teaching], 6(2), 246-262.
Hamed, S., Rivero, A., & Jiménez, J. (2017, September 5-8). Views about scientific inquiry (VASI): The case of Spain and Sweeden. In X Congreso Internacional sobre Investigación en Didáctica de las Ciencias [X International Congress on Research in Science Didactics]. Sevilla, Spain.
Julien, H. (2008). Content analysis. In L. M. Given (Ed.), The SAGE encyclopaedia of qualitative research methods (pp.120-121). SAGE. https://doi.org/10.4135/9781412963909.n329
Kampourakis, K. (2016). The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science. Journal of Research in Science Teaching, 53(5), 667-682. https://doi.org/10.1002/tea.21305
Kelly, G. J. (2008). Inquiry, activity, and epistemic practice. In R. Duschl, & R. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 99-117). Sense Publishing. https://doi.org/10.1163/9789460911453_009
Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Dogan, E. E., & Schwartz, R. (2017). Changes in students’ views about nature of scientific inquiry at a science camp. Science and Education, 26, 889-917. https://doi.org/10.1007/s11191-017-9941-z
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry: The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125
Lederman, J., S., Lederman, N. G., Bartels, S., Jiménez, J., Acosta, K., Akubo, M., Aly, S., Andrade, M. A. B. S., Atanasova, M., Blanquet, E., Blonder, R., Brown, P., Cardoso, R., Castillo-Urueta, P., Chaipidech, P., Concannon, J., Dogan, O. K., El-Deghaidy, H., Elzorkani, A., … Wishart, J. (2021). International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: Is progress being made? International Journal of Science Education, 43(7), 991-1016. https://doi.org/10.1080/09500693.2021.1894500
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/10.1002/tea.3660290404
Lederman, N. G. (1999). Teachers’ understanding of the nature of science. Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929. https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A
Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education (pp. 600-620). Routledge. https://doi.org/10.4324/9780203097267-41
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
Mellado Jiménez, V. (1996). Concepciones y prácticas de aula de profesores de ciencias en formación inicial de primaria y secundaria [Conceptions and classroom practices of science teachers in initial training of primary and secondary]. Enseñanza de las Ciencias [Science Education], 14(3), 289-302. https://doi.org/10.5565/rev/ensciencias.4205
Mesci, G., Schwartz, R. S., & Pleasants, B. A. (2020). Enabling factors of preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry. Science and Education, 29, 263-297. https://doi.org/10.1007/s11191-019-00090-w
National Research Council (NRC). (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press.
Nehring, A. (2018). Naïve and informed views on the nature of scientific inquiry in large-scale assessments: Two sides of the same coin or different currencies? Journal of Research in Science Teaching, 57, 510-535. https://doi.org/10.1002/tea.21598
Organisation for Economic and Cooperative Development (OECD). (2016). PISA 2015 assessment and analytical framework: Science, reading, mathematic and financial literacy. OECD Publishing.
Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education (pp. 579-599). Routledge.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-about-science” should be taught in school science: A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692-720. https://doi.org/10.1002/tea.10105
Ryder, J., & Leach, J. (2008). Teaching about the epistemology of science in upper secondary schools: An analysis of teachers’ classroom talk. Science and Education, 17, 289-315. https://doi.org/10.1007/s11191-006-9007-0
Sandoval, W. A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392. https://doi.org/10.1002/tea.10081
Schreirer, M. (2012). Qualitative content analysis in practice. SAGE.
Schwartz, R. S. (2004). Epistemological views in authentic science practice: A cross-discipline study of scientists’ views of nature of science and scientific inquiry [Doctoral dissertation, Oregon State University].
Schwartz, R. S., & Lederman, N. G, (2008). What scientists say: Scientists’ views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771. https://doi.org/10.1080/09500690701225801
Schwartz, R. S., Lederman, N. G., & Lederman, J. S. (2008, March 30-April 2). An instrument to assess views of scientific inquiry: The VOSI questionnaire. In National Association for Research in Science Teaching. Baltimore, USA.
Schwartz, R., Lederman, N., & Abd-El-Khalick, F. (2012). A series of misrepresentations: A response to Allchin’s whole approach to assessing nature of science understandings. Science Education, 96(4), 685-692. https://doi.org/10.1002/sce.21013
Senler, B. (2015). Middle school students’ views of scientific inquiry: An international comparative study. Science Education International, 26(2), 166-179.
Strippel, C. G., & Sommer, K. (2015). Teaching nature of scientific inquiry in chemistry: How do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education, 37(18), 2965-2986. https://doi.org/10.1080/09500693.2015.1119330
Vázquez Alonso, A., García-Carmona, A., Manassero-Mas, M. A., & Bennàsar-Roig, A. (2014). Spanish students’ conceptions about NOS and STS issues: A diagnostic study. EURASIA Journal of Mathematics Science and Technology Education, 10(1), 33-45. https://doi.org/10.12973/eurasia.2014.1013a
Vázquez, A., Acevedo, J. A., & Manassero, M. A. (2004). Consensos sobre la naturaleza de la ciencia: Evidencias e implicaciones para su enseñanza [Consensus on the nature of science: Evidence and implications for its teaching]. Revista Iberoamericana de Educación [Ibero-American Journal of Education], 34(1). https://doi.org/10.35362/rie3412895
Vázquez-Alonso, A., & Manassero-Mas, M. A. (2016). El efecto de un programa de formación para profesores sobre sus concepciones de naturaleza de la ciencia y tecnología [The effect of a training program for teachers on their conceptions of the nature of science and technology]. Revista Electrónica Interuniversitaria de Formación de Profesorado [Interuniversity Electronic Journal of Teacher Training], 19(2), 223-239
Vhurumuku, E., & Mokeleche, M. (2009). The nature of science and indigenous knowledge systems in South Africa, 2000-2007: A critical review of the research in science education. African Journal of Research in Mathematics, Science and Technology Education, 13, 96-114. https://doi.org/10.1080/10288457.2009.10740664
Yang, I., Park, S., Shin, J., & Lim, S. (2017). Exploring Korean middle school students’ view about scientific inquiry. EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3935-3958. https://doi.org/10.12973/eurasia.2017.00765a

How to cite this article

APA

Crujeiras Pérez, B., & Díaz-Moreno, N. (2022). Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2089. https://doi.org/10.29333/ejmste/11795

Vancouver

Crujeiras Pérez B, Díaz-Moreno N. Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection. EURASIA J Math Sci Tech Ed. 2022;18(3):em2089. https://doi.org/10.29333/ejmste/11795

AMA

Crujeiras Pérez B, Díaz-Moreno N. Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection. EURASIA J Math Sci Tech Ed. 2022;18(3), em2089. https://doi.org/10.29333/ejmste/11795

Chicago

Crujeiras Pérez, Beatriz, and Naira Díaz-Moreno. "Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 3 (2022): em2089. https://doi.org/10.29333/ejmste/11795

Harvard

Crujeiras Pérez, B., and Díaz-Moreno, N. (2022). Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2089. https://doi.org/10.29333/ejmste/11795

MLA

Crujeiras Pérez, Beatriz et al. "Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 3, 2022, em2089. https://doi.org/10.29333/ejmste/11795