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Preservice elementary teachers understandings about scientific models and modelling

2017Journal article Open access
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dc.contributor.authorValente, Bianor
dc.contributor.authorSarreira, Pedro
dc.contributor.authorMaurício, Paulo
dc.date.accessioned2023-01-30T11:52:08Z
dc.date.available2023-01-30T11:52:08Z
dc.date.issued2017
dc.description.abstractScientific models are important thinking tools, which are used to generate explanations and predications. Despite the relevance of scientific models and modelling in science education, several studies reveal that students and teachers do not possess adequate views regarding these topics. This study investigated prospective elementary teachers’ views about scientific models and modeling. Research questions included: (1) what do prospective elementary teachers understand about models and modelling in science? (2) which factors may explain prospective elementary teachers’ understandings of models and the modeling process in science? A questionnaire adopted form the literature was applied to a sample of preservice elementary teachers of one Portuguese institution of higher education at 1st, 2nd and 3th years of the course. This questionnaire comprised five aspects of students’ understanding of models and modeling: nature of models, multiple models, purpose of models, testing models, and changing models. Descriptive analysis showed that a high percentage of preservice elementary teachers hold naive or uninformed understandings of models and modeling. From this we can infer that this lack of understanding would hamper their pedagogical practice related to scientific issues in a fundamental way as well their teaching and learning in their initial formation. Moreover, students’ understanding of models and modeling didn’t became more elaborated with increasing university years and no difference was found taking in account the area chosen in high school.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationValente, B., Sarreira, P., & Mauricio, P. (2017). Preservice elementary teachers’ understanding about scientific models and modelling. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), ICERI2017 Proceedings (pp.3485–3490). IATED Academy https://doi.org/10.21125/iceri.2017.0951pt_PT
dc.identifier.doi10.21125/iceri.2017.0951pt_PT
dc.identifier.isbn978-84-697-6957-7
dc.identifier.urihttp://hdl.handle.net/10400.21/15422
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectInitial teachers trainingpt_PT
dc.subjectAstronomy, modelspt_PT
dc.subjectNature of sciencept_PT
dc.titlePreservice elementary teachers understandings about scientific models and modellingpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage3490pt_PT
oaire.citation.startPage3485pt_PT
oaire.citation.titleICERI2017 Proceedings - 10th annual International Conference of Education, Research and Innovation, Sevillept_PT
person.familyNameValente
person.familyNameSarreira
person.familyNameMaurício
person.givenNameBianor
person.givenNamePedro
person.givenNamePaulo
person.identifier.ciencia-idDA15-0105-CD3A
person.identifier.ciencia-id3A15-582E-4D92
person.identifier.ciencia-idC215-3441-EE0D
person.identifier.orcid0000-0001-6541-8000
person.identifier.orcid0000-0002-5775-1820
person.identifier.orcid0000-0003-3321-9108
person.identifier.ridB-5083-2012
person.identifier.scopus-author-id56971104800
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication0296fbdc-179c-452f-91c8-000a622ac704
relation.isAuthorOfPublicationf7684d65-46b2-46f9-99ca-375ffa6fe6b5
relation.isAuthorOfPublication468ee460-caa6-49f6-82fa-76dac04b352e
relation.isAuthorOfPublication.latestForDiscovery468ee460-caa6-49f6-82fa-76dac04b352e

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