Abstract
This study examined pre-service primary teachers’ (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The participants were 40 PPTs attending a science education course during a semester. The study consisted of a pre-test/post-test design approach framed qualitative methods. The intervention consisted of nine 90-minute sessions in which participants addressed NOS and NOSI aspects through explicit-reflective teaching combined with the implementation of inquiry tasks set in everyday-life contexts. Data were collected through an open-ended questionnaire both at the beginning and at the end of the module and they were examined through content analysis. The main findings suggest that pre-service teachers presented naive NOSI conceptions when entered the course, and their ideas improved considerably in most of the NOSI aspects after their immersion in the teaching module.
Highlights
IntroductionIn this study nature of scientific inquiry (NOSI) is understood as the characteristics of the scientific processes through which scientific knowledge developed, accepted, and utilized (Schwartz, 2004)
This study aims to examine the potential of a teaching module about scientific inquiry (SI) and nature of science (NOS) for promoting developing adequate pre-service primary teachers’ (PPTs)’ nature of scientific inquiry (NOSI) conceptions.In this study NOSI is understood as the characteristics of the scientific processes through which scientific knowledge developed, accepted, and utilized (Schwartz, 2004)
This study examined pre-service primary teachers’ (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI
Summary
In this study NOSI is understood as the characteristics of the scientific processes through which scientific knowledge developed, accepted, and utilized (Schwartz, 2004). It involves individual’s understanding about scientific inquiry process, the way of scientific knowledge developed and justified, and what scientists really do (Vhurumuku & Mokeleche, 2009). The relevance of addressing NOSI in science lessons relies on the need of a meaningful engagement in scientific practices (Berland et al, 2016), in this case in the inquiry practice, understood as the characteristic of the scientific processes through which scientific knowledge is developed (Schwartz et al, 2004). Bell et al (2003) explored the effect of a science program on secondary students’ conceptions about NOS and inquiry, observing that most students did Crujeiras Pérez & Díaz-Moreno / Promoting Pre-service Primary Teachers’ Development of NOSI
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