This study examines the evolution of prospective teachers’ conceptions regarding the ways they to consider, access and analyze students’ ideas in science education. This progression is examined in four disciplines of different teacher... more
This study examines the evolution of prospective teachers’ conceptions regarding the ways they to consider, access and analyze students’ ideas in science education. This progression is examined in four disciplines of different teacher education programs through at specific seminars oriented to work and start with presservice teachers’ conception about students’ ideas. Data analysis takes into account XII Encontro de Pesquisa em Ensino de Física – Águas de Lindóia – 2010 2 the collective production of a group of students from each discipline. The results indicate the presence of obstacles and difficulties of epistemological nature. The possible relationship of these results with other related investigations are also discussed, as well as possible implications of this for the prospective teacher education.
ABSTRACT This paper, the second in a series of two, presents the progress and obstacles experienced by five teams of prospective primary education teachers who participated in courses based on the constructivist-oriented model Teacher... more
ABSTRACT This paper, the second in a series of two, presents the progress and obstacles experienced by five teams of prospective primary education teachers who participated in courses based on the constructivist-oriented model Teacher Education for Inquiry into Practice (FOPIP), and in the Students' Conceptions and Curricular Innovation (CAIC) course. The categories analyzed were: the students' ideas, school science content, and the methodology of Science Teaching. For the analysis, three levels of progression were proposed and then reformulated and expanded in the light of the data, resulting in General Itineraries of Progression. The results were suggestive of two substantive obstacles: the students' ideas have no epistemological value, and scientific knowledge represents absolute truths. There was evidence that the teams had surpassed the first obstacle, but not the second.
ABSTRACT This paper, the second in a series of two, presents the progress and obstacles experienced by five teams of prospective primary education teachers who participated in courses based on the constructivist-oriented model Teacher... more
ABSTRACT This paper, the second in a series of two, presents the progress and obstacles experienced by five teams of prospective primary education teachers who participated in courses based on the constructivist-oriented model Teacher Education for Inquiry into Practice (FOPIP), and in the Students' Conceptions and Curricular Innovation (CAIC) course. The categories analyzed were: the students' ideas, school science content, and the methodology of Science Teaching. For the analysis, three levels of progression were proposed and then reformulated and expanded in the light of the data, resulting in General Itineraries of Progression. The results were suggestive of two substantive obstacles: the students' ideas have no epistemological value, and scientific knowledge represents absolute truths. There was evidence that the teams had surpassed the first obstacle, but not the second.
... Universidad Complutense de Madrid JOAO B. HARRES Universidad de Porto Alegre EMILIO SOLÍS RAMÍREZ Dpto. ... estar alejadas de los modelos transmisivos llegando a ser próximas a perspectivas constructivistas-, pero las prácticas no lo... more
... Universidad Complutense de Madrid JOAO B. HARRES Universidad de Porto Alegre EMILIO SOLÍS RAMÍREZ Dpto. ... estar alejadas de los modelos transmisivos llegando a ser próximas a perspectivas constructivistas-, pero las prácticas no lo consiguen (Haney y Mcarthur ...
