Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science
Bibliographic Data
| ID | 21589372 |
|---|---|
| Authors | Cristina Cobo (0000-0002-8850-7636, Departamento de Didáctica de las Ciencias, Campus Las Lagunillas s/n, Universidad de Jaén España, Jaen, Spain), Ana María Abril Gallego (0000-0002-9160-711X, Departamento de Didáctica de las Ciencias, Campus Las Lagunillas s/n, Universidad de Jaén España, Jaen, Spain), Marta Romero Ariza (0000-0002-2930-4089, Departamento de Didáctica de las Ciencias, Campus Las Lagunillas s/n, Universidad de Jaén España, Jaen, Spain, corresponding author) |
| Year | 2022 |
| Volume | 44 |
| Issue | 18 |
| Pages | 2783-2803 |
| Publication date | 2022-12-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2022.2151326 |
| OpenAlex | W4311556842 |
| Language | EN |
| Citations received | 4 |
| References cited | 26 |
Teachers are key players in supporting the understanding of epistemological and social aspects affecting the development and validation of scientific knowledge, but they often hold inappropriate views of the Nature of Science (NOS), therefore hindering this understanding as an essential part of students’ scientific literacy. To tackle this challenge from the initial teacher education level, an innovative inquiry-based intervention contextualised in the scientific controversy of spontaneous generation has been developed and evaluated by involving pre-service teachers. Results from a pretest/posttest-control group design showed improvements in the understanding of the epistemological and sociological aspects after the intervention. The effect size detected in the experimental group versus the control group was retained and even enhanced five-and-a-half months after its completion. These results are especially relevant to respond to experts’ claims about the need for further studies to understand the issues related to retention following explicit instructions about NOS. Additionally, qualitative data provided an enriched picture of the participants’ understanding of the NOS, unveiling the complexities of the different issues involved and suggesting the need to combine quantitative and qualitative studies. Finally, implications for teacher educators and educational researchers are presented along with directions for future work in the field
Literacy · Mathematics education · Nature of Science · Pedagogy · Qualitative research · Science education · Scientific Literacy · Social science · Sociology · Animal and Plant Science Education · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Research Methods in Education
Pisa 2018 Assessment and Analytical Framework
Estimating Effect Sizes From Pretest-Posttest-Control Group Designs
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Complementary Approaches to Teaching Nature of Science
The Influence of PCK-Based NOS Teaching on Pre-service Science Teachers’ NOS Views
Going Beyond the Consensus View
Phases of inquiry-based learning
Evaluating knowledge of the nature of (whole) science
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |