Pre-service primary science teachers' abilities for solving a measurement problem through inquiry

. This article presents a qualitative descriptive-interpretive study about the abilities of pre-service primary science teachers (PPTs) to solve a measurement problem put to them as an activity of scientific inquiry. The participants in the study were 23 PPTs receiving training in science teaching,...

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Detalhes bibliográficos
Autor: García Carmona, Antonio
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2019
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/161338
Acesso em linha:https://hdl.handle.net/11441/161338
https://doi.org/10.1007/s10763-017-9858-7
Access Level:acceso abierto
Palavra-chave:Experimental activity
Initial teacher training
Inquiry-based science education
Measurement
Primary education
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spelling Pre-service primary science teachers' abilities for solving a measurement problem through inquiryGarcía Carmona, AntonioExperimental activityInitial teacher trainingInquiry-based science educationMeasurementPrimary education. This article presents a qualitative descriptive-interpretive study about the abilities of pre-service primary science teachers (PPTs) to solve a measurement problem put to them as an activity of scientific inquiry. The participants in the study were 23 PPTs receiving training in science teaching, organized into small groups to solve the proposed problem. The data were collected through reports they prepared from a script with open response questions that referred on the one hand to the planning, development, and conclusions obtained with the scientific inquiry, and on the other to promoting the PPTs' metacognitive reflection regarding the difficulties encountered, the lessons learned, and their proposals for improvement for future activities on similar measurements. The information was analysed in three phases to increasingly refine the coding of this. The results revealed that, overall, the PPTs were able to complete the scientific inquiry with a fairly acceptable degree of efficacy. A discussion of the results emphasizes the usefulness of the procedural type scientific inquiry activities to initiate PPTs in their approach to inquiry-based science education.SpringerDidáctica de las Ciencias Experimentales y SocialesSEJ591: Educación Científica en Contexto y Formación del Profesorado2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/161338https://doi.org/10.1007/s10763-017-9858-7reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInternational Journal of Science and Mathematics Education, 17 (1), 1-21.https://doi.org/10.1007/s10763-017-9858-7info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1613382026-06-17T12:51:07Z
dc.title.none.fl_str_mv Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
title Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
spellingShingle Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
García Carmona, Antonio
Experimental activity
Initial teacher training
Inquiry-based science education
Measurement
Primary education
title_short Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
title_full Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
title_fullStr Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
title_full_unstemmed Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
title_sort Pre-service primary science teachers' abilities for solving a measurement problem through inquiry
dc.creator.none.fl_str_mv García Carmona, Antonio
author García Carmona, Antonio
author_facet García Carmona, Antonio
author_role author
dc.contributor.none.fl_str_mv Didáctica de las Ciencias Experimentales y Sociales
SEJ591: Educación Científica en Contexto y Formación del Profesorado
dc.subject.none.fl_str_mv Experimental activity
Initial teacher training
Inquiry-based science education
Measurement
Primary education
topic Experimental activity
Initial teacher training
Inquiry-based science education
Measurement
Primary education
description . This article presents a qualitative descriptive-interpretive study about the abilities of pre-service primary science teachers (PPTs) to solve a measurement problem put to them as an activity of scientific inquiry. The participants in the study were 23 PPTs receiving training in science teaching, organized into small groups to solve the proposed problem. The data were collected through reports they prepared from a script with open response questions that referred on the one hand to the planning, development, and conclusions obtained with the scientific inquiry, and on the other to promoting the PPTs' metacognitive reflection regarding the difficulties encountered, the lessons learned, and their proposals for improvement for future activities on similar measurements. The information was analysed in three phases to increasingly refine the coding of this. The results revealed that, overall, the PPTs were able to complete the scientific inquiry with a fairly acceptable degree of efficacy. A discussion of the results emphasizes the usefulness of the procedural type scientific inquiry activities to initiate PPTs in their approach to inquiry-based science education.
publishDate 2019
dc.date.none.fl_str_mv 2019
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/11441/161338
https://doi.org/10.1007/s10763-017-9858-7
url https://hdl.handle.net/11441/161338
https://doi.org/10.1007/s10763-017-9858-7
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Science and Mathematics Education, 17 (1), 1-21.
https://doi.org/10.1007/s10763-017-9858-7
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 Springer
publisher.none.fl_str_mv Springer
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
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