Developing prospective primary teachers’ learning-to-learn competence through experimental activities

A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary education teachers when they participate in an ad hoc designed experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to...

Descripción completa

Detalles Bibliográficos
Autores: Morón Monge, Hortensia, García Carmona, Antonio
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2022
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/156684
Acceso en línea:https://hdl.handle.net/11441/156684
https://doi.org/10.1080/09500693.2022.2108929
Access Level:acceso abierto
Palabra clave:Experimental activity
Teacher training
Learning-to-learn competence
Inquiry
Metacognition
id ES_4ca67eaa9a2ed7fcf34374de58c774df
oai_identifier_str oai:idus.us.es:11441/156684
network_acronym_str ES
network_name_str España
repository_id_str
spelling Developing prospective primary teachers’ learning-to-learn competence through experimental activitiesMorón Monge, HortensiaGarcía Carmona, AntonioExperimental activityTeacher trainingLearning-to-learn competenceInquiryMetacognitionA qualitative study was made of how the learning-to-learn competence is favoured in prospective primary education teachers when they participate in an ad hoc designed experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect metacognitively about their experience with the ExA and what they had learnt. This latter objective is analysed in the present study. To this end, a category-descriptor instrument was designed for the learning-to-learn competence. This allowed the moments and actions to be analysed, as well as the prospective teachers’ cognitive and metacognitive strategies during the ExA. The participants were organized into small work groups, and the information analysed was drawn from the records of the ExA in the notebooks which those groups prepared. In general, the results are indicative of the positive effect of the proposed ExA on the development of cognitive and metacognitive strategies in the prospective teachers’ learning processes. Especially important were the moments of idea confrontation, reflection, and whole-class sharing since they let the prospective teachers become aware of and control these strategies. The scope, limitations, and implications of the study are discussed.Routledge Journals Taylor & Francis LtdDidáctica de las Ciencias Experimentales y SocialesSEJ-591: Educación científica en contexto y formación del profesorado2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/156684https://doi.org/10.1080/09500693.2022.2108929reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInternational Journal of Science Education, 44 (12), 2015-2034.https://dx.doi.org/10.1080/09500693.2022.2108929info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1566842026-06-17T12:51:07Z
dc.title.none.fl_str_mv Developing prospective primary teachers’ learning-to-learn competence through experimental activities
title Developing prospective primary teachers’ learning-to-learn competence through experimental activities
spellingShingle Developing prospective primary teachers’ learning-to-learn competence through experimental activities
Morón Monge, Hortensia
Experimental activity
Teacher training
Learning-to-learn competence
Inquiry
Metacognition
title_short Developing prospective primary teachers’ learning-to-learn competence through experimental activities
title_full Developing prospective primary teachers’ learning-to-learn competence through experimental activities
title_fullStr Developing prospective primary teachers’ learning-to-learn competence through experimental activities
title_full_unstemmed Developing prospective primary teachers’ learning-to-learn competence through experimental activities
title_sort Developing prospective primary teachers’ learning-to-learn competence through experimental activities
dc.creator.none.fl_str_mv Morón Monge, Hortensia
García Carmona, Antonio
author Morón Monge, Hortensia
author_facet Morón Monge, Hortensia
García Carmona, Antonio
author_role author
author2 García Carmona, Antonio
author2_role author
dc.contributor.none.fl_str_mv Didáctica de las Ciencias Experimentales y Sociales
SEJ-591: Educación científica en contexto y formación del profesorado
dc.subject.none.fl_str_mv Experimental activity
Teacher training
Learning-to-learn competence
Inquiry
Metacognition
topic Experimental activity
Teacher training
Learning-to-learn competence
Inquiry
Metacognition
description A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary education teachers when they participate in an ad hoc designed experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect metacognitively about their experience with the ExA and what they had learnt. This latter objective is analysed in the present study. To this end, a category-descriptor instrument was designed for the learning-to-learn competence. This allowed the moments and actions to be analysed, as well as the prospective teachers’ cognitive and metacognitive strategies during the ExA. The participants were organized into small work groups, and the information analysed was drawn from the records of the ExA in the notebooks which those groups prepared. In general, the results are indicative of the positive effect of the proposed ExA on the development of cognitive and metacognitive strategies in the prospective teachers’ learning processes. Especially important were the moments of idea confrontation, reflection, and whole-class sharing since they let the prospective teachers become aware of and control these strategies. The scope, limitations, and implications of the study are discussed.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/156684
https://doi.org/10.1080/09500693.2022.2108929
url https://hdl.handle.net/11441/156684
https://doi.org/10.1080/09500693.2022.2108929
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Science Education, 44 (12), 2015-2034.
https://dx.doi.org/10.1080/09500693.2022.2108929
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Routledge Journals Taylor & Francis Ltd
publisher.none.fl_str_mv Routledge Journals Taylor & Francis Ltd
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869407641168510976
score 15,812429

Similares en LA Referencia