Abstract
This paper explores the dynamic profile of a task as interpreted by a group of six prospective elementary teachers enrolled in a college biology course. Because of various constraints, such as lack of planning time, provision of materials and equipment, and lack of previous knowledge, the assigned task shifted from the planned or intended task (as defined by the instructor before implementation and presented to the students during the field trip) to a transitional or technical task (influenced by the list of materials available and on‐site conditions) and, finally, to an enacted task (tasks actually performed by the different students).
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