Abstract
In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori analysis made using a general scheme of reference on the epistemology of mathematics and physics. The study is performed by using quantitative data analysis methods, i.e. factorial analysis of the correspondences and implicative analysis. A qualitative analysis of key words and terms used by students during interviews is also used to examine some aspects that emerged from the quantitative analysis. The students have been classified on the basis of their different epistemological approaches to knowledge construction, and implications between different conceptual strategies used to answer the questionnaire have been highlighted. The study's conclusions are consistent with previous research, but the use of quantitative data analysis allowed us to classify the students into three ``profiles'' related to different epistemological approaches to knowledge construction, and to show the implications of the different conceptual strategies used to answer the questionnaire, giving an estimation of the classification or implication ``strength.'' Some hints on how a course for elementary school physics and mathematics education can be planned to orient the future teachers to the construction of models of explanation are reported.
Highlights
In recent years the education research community has shown great interest in the problems that can arise when doing activities based on scientific and mathematical modeling in schools.Different definitions of modeling in education have been put forward
The main hypothesis of our work is that elementary school student teachers implicitly have their own beliefs about the construction of scientific knowledge and the understanding of reality, which become explicit when engaged in modeling activities and processes
What are the main epistemological approaches to mathematics and physics learning put into action by a sample of student teachers that followed a traditional high school curriculum?
Summary
In recent years the education research community has shown great interest in the problems that can arise when doing activities based on scientific and mathematical modeling in schools. An appropriate analysis of the teachers’ existing modeling abilities and personal lines of thought about modeling is needed within the framework of teacher training courses This is relevant in university courses for elementary school teacher training, where, at least in Italy, science and scientific approaches are not always considered the most fundamental subjects for an effective teacher training program. The main hypothesis of our work is that elementary school student teachers implicitly have their own beliefs about the construction of scientific knowledge and the understanding of reality, which become explicit when engaged in modeling activities and processes. Experiences in the social context in which they live and work can play a significant role
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