Abstract
This research aims to analyse the perceptions of future preschool teachers towards the application of practical work. This study is part of a more comprehensive teaching innovation project which aims to contribute to the scientific and technological literacy of teachers in initial training. Three practical activities were designed from the topic Didáctica del Medio Natural at the University of Cádiz (Spain) and implemented during the 2018-2019 year. After their completion, a questionnaire was provided of three closed questions Likert type with five levels. The student's answers were analysed from a quantitative approach taking into account aspects: (1) Usefulness for professional training; (2) Degree of satisfaction with contents; and (3) Degree of utility for your future teaching career. Results indicate that students, in general, were very satisfied with the development of the practical work designed. However, their opinion varied when they considered their usefulness for their future teaching work. In conclusion, results indicate that practical work allows future teachers to increase their interest in science. However, it can be advised the necessity to look for spaces to be able to discuss the learning acquired and to be able to adapt these practices to the children's classroom to consider their didactic potential.
Highlights
The current vision of science teaching and learning is directed towards a goal based on achieving Scientific and Technological Literacy (STS) for all people [1]
practicum 1 (P1) shows that 61% (N=51) of the students considered that they were totally in agreement with the usefulness of the activity for professional training purposes; instead, Practicum 3 (P3) and practicum 2 (P2) received 43% and 59%, respectively
The results show a very positive reaction of prospective teachers to practical work as they believe that it will work as good mediator or the learning process
Summary
The current vision of science teaching and learning is directed towards a goal based on achieving Scientific and Technological Literacy (STS) for all people [1] This goal is, according to Solbes and Vilches (1997) [2], a science education that contributes to forming citizens, and in their case, future scientists, capable of developing in their immediate environment, being aware of the role that science plays in their personal and professional lives. Citizens whose scientific training allows them to reflect, take decisions and act on the issues related to science and technology that affect them in their daily lives To this end, Hodson (1994) [3] points out that science education should include three aspects: 1) learning about science, acquiring and developing theoretical and conceptual knowledge; 2) learning about the nature of science (NdC). Other authors such as Grilli-Silva (2018) [5] argued that teaching and learning science aims at the introduction of students into the scientific method used to build its knowledge
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