Abstract
Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
