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Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science

dc.contributor.authorCobo-Huesa, Cristina
dc.contributor.authorRomero-Ariza, Marta
dc.contributor.authorAbril-Gallego, Ana María
dc.date.accessioned2024-02-15T13:01:02Z
dc.date.available2024-02-15T13:01:02Z
dc.date.issued2022-12-15
dc.description.abstractTeachers are key players in supporting the understanding ofepistemological and social aspects affecting the development andvalidation of scientific knowledge, but they often holdinappropriate views of the Nature of Science (NOS), thereforehindering this understanding as an essential part of students’scientific literacy. To tackle this challenge from the initial teachereducation level, an innovative inquiry-based interventioncontextualised in the scientific controversy of spontaneousgeneration has been developed and evaluated by involving pre-service teachers. Results from a pretest/posttest-control groupdesign showed improvements in the understanding of theepistemological and sociological aspects after the intervention.The effect size detected in the experimental group versus thecontrol group was retained and even enhancedfive-and-a-halfmonths after its completion. These results are especially relevantto respond to experts’claims about the need for further studiesto understand the issues related to retention following explicitinstructions about NOS. Additionally, qualitative data provided anenriched picture of the participants’understanding of the NOS,unveiling the complexities of the different issues involved andsuggesting the need to combine quantitative and qualitativestudies. Finally, implications for teacher educators andeducational researchers are presented along with directions forfuture work in thefieldes_ES
dc.identifier.citationCobo Huesa, Cristina; Abril-Gallego, Ana María; Romero-Ariza, Marta. 2022. Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science. International Journal of Science Education. 18, pp. 2783-2803.es_ES
dc.identifier.issn1464-5289es_ES
dc.identifier.otherhttps://doi.org/10.1080/09500693.2022.2151326es_ES
dc.identifier.urihttps://hdl.handle.net/10953/2421
dc.language.isoenges_ES
dc.publisherTaylor and Francises_ES
dc.relation.ispartofInternational Journal of Science Educationes_ES
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subjectInitial teacher educationes_ES
dc.subjectNature of sciencees_ES
dc.subjectRetentiones_ES
dc.titleEffectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of sciencees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.type.versioninfo:eu-repo/semantics/acceptedVersiones_ES

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