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Understanding the process and conditions that improve pre-service teachers' conceptions of nature of science in real contexts

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dc.contributor.authorValente, Bianor
dc.contributor.authorMaurício, P.
dc.contributor.authorFaria, Cláudia
dc.date.accessioned2021-03-16T15:16:07Z
dc.date.available2021-03-16T15:16:07Z
dc.date.issued2018
dc.description.abstractThe present study conceptualized, implemented, and evaluated a specific program, the Live Science program. This program integrated 2 distinct but complementary approaches: participants’ immersion in real science contexts and the participation of future teachers in seminars intended to share the immersion experience and to reflect on nature of science (NOS). Four future teachers participated in the Live Science program in 2 real research contexts. Through an analysis of the experiences and lessons learned from this program, this study tried to understand to what extent participation in real-context scientific activities, focused on an explicit and reflective approach to NOS, can contribute to the professional development of preservice elementary teachers. Interviews, questionnaires, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the adoption of an explicit approach through illustration and reflection on particular aspects of NOS within the context of scientific research is a promising approach considering that it potentially allows for the development of a more informed understanding of science. The results also suggest that along with personality-related factors, the inherent characteristics of real science contexts play an important role in the development of that understanding. Tightly organized research teams capable of giving ample support to preservice teachers and working in research fields in which participants’ conceptions can be confronted should be selected in order to improve the impact of this type of program.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationValente, B., Maurício, P., & Faria, C. (2018). Understanding the process and conditions that improve pre-service teachers' conceptions of nature of science in real contexts. Journal of Science Education, 29(7), 620-643. https://doi.org/10.1080/1046560X.2018.1485399pt_PT
dc.identifier.doihttps://doi.org/10.1080/1046560X.2018.1485399pt_PT
dc.identifier.urihttp://hdl.handle.net/10451/46858
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/1046560X.2018.1485399pt_PT
dc.subjectNature of sciencept_PT
dc.subjectPreservice elementary teacher trainingpt_PT
dc.subjectScience apprenticeshippt_PT
dc.subjectScientific literacypt_PT
dc.titleUnderstanding the process and conditions that improve pre-service teachers' conceptions of nature of science in real contextspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage643pt_PT
oaire.citation.issue7pt_PT
oaire.citation.startPage620pt_PT
oaire.citation.titleJournal of Science Teacher Educationpt_PT
oaire.citation.volume29pt_PT
person.familyNameSeverino Maurício
person.familyNameFaria
person.givenNamePaulo José
person.givenNameCláudia
person.identifier.ciencia-idC215-3441-EE0D
person.identifier.orcid0000-0003-3321-9108
person.identifier.orcid0000-0003-1278-8061
person.identifier.ridK-7250-2012
person.identifier.scopus-author-id7004073899
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication4cf21929-caa9-4eca-8dad-ea41f075b514
relation.isAuthorOfPublication7de04fbd-de12-40e7-8532-931648db9616
relation.isAuthorOfPublication.latestForDiscovery7de04fbd-de12-40e7-8532-931648db9616

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