Scientific practices in teacher education: the interplay of sense, sensors, and emotions
| Autor: | María Martínez-Chico, Rafael López-Gay Lucio-Villegas, María Rut Jiménez-Liso, Lucy Avraamidou |
|---|---|
| Přispěvatelé: | Science Education and Communication |
| Rok vydání: | 2019 |
| Předmět: |
Scientific practices
Teaching method INSTRUCTION ComputingMilieux_LEGALASPECTSOFCOMPUTING emotions ELEMENTARY INQUIRY Education MATHEMATICS ACHIEVEMENT SCIENCE-EDUCATION Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION STUDENT ENGAGEMENT 0501 psychology and cognitive sciences PEDAGOGICAL CONTENT KNOWLEDGE teacher education Science instruction 05 social sciences LITERACY 050301 education Teacher education SCHOOL models & modelling Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Research in science & technological education, 39(1), 44-67 |
| ISSN: | 1470-1138 0263-5143 |
| DOI: | 10.1080/02635143.2019.1647158 |
| Popis: | Background: In response to reform recommendations calling for students' engagement in scientific practices and the lack of the enactment of such practices in science classrooms, we explored the implementation of scientific practices with special emphasis on model-based inquiry in a secondary science teacher preparation program. Sample: The participants of this study were 26 preservice secondary teachers who engaged in a specially designed sequence that emphasized scientific practices. Purpose: Our aim in this study was to examine the impact of this specially-designed sequence on the participants' views about the usefulness of scientific practices as a pedagogical approach, their intentions in implementing scientific practices as future teachers, and the nature of the emotions they experienced throughout their engagement in the sequence. Design and methods: Data were collected through a questionnaire, which the participants completed following their participation in the sequence. Results: The statistical analysis of the data showed that the majority of the participants: (a) perceived that they developed adequate understandings about scientific practices; (b) stated that they would implement scientific practices in their future teaching practices; and, (c) experienced positive emotions throughout their engagement in the sequence. Conclusion: These findings are discussed alongside implications for teacher preparation and future research in the area of scientific practices and emotions. |
| Databáze: | OpenAIRE |
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