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Understanding the process and conditions that improve preservice teachers’ conceptions of nature of science in real contexts

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dc.contributor.authorValente, Bianor
dc.contributor.authorMaurício, Paulo
dc.contributor.authorFaria, Cláudia
dc.date.accessioned2020-06-24T12:52:24Z
dc.date.available2020-06-24T12:52:24Z
dc.date.issued2018
dc.description.abstractThe present study conceptualized, implemented, and evaluated aspecific program, the Live Science program. This program integrated2 distinct but complementary approaches: participants’immersion inreal science contexts and the participation of future teachers inseminars intended to share the immersion experience and to reflecton nature of science (NOS). Four future teachers participated in theLive Science program in 2 real research contexts. Through an analysisof the experiences and lessons learned from this program, this studytried to understand to what extent participation in real-contextscientific activities, focused on an explicit and reflective approach toNOS, can contribute to the professional development of preserviceelementary teachers. Interviews, questionnaires, observations, diaries,and videotaped seminars were used for data collection. Ourfindingssuggest that the adoption of an explicit approach through illustrationand reflection on particular aspects of NOS within the context ofscientific research is a promising approach considering that it poten-tially allows for the development of a more informed understandingof science. The results also suggest that along with personality-related factors, the inherent characteristics of real science contextsplay an important role in the development of that understanding.Tightly organized research teams capable of giving ample support topreservice teachers and working in researchfields in which partici-pants’conceptions can be confronted should be selected in order toimprove the impact of this type of programpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationBianor Valente, Paulo Maurício & Cláudia Faria (2018) Understanding the Process and Conditions That Improve Preservice Teachers’ Conceptions of Nature of Science in Real Contexts, Journal of Science Teacher Education, 29:7, 620-643, DOI: 10.1080/1046560X.2018.1485399pt_PT
dc.identifier.doi10.1080/1046560X.2018.1485399pt_PT
dc.identifier.issn1573-1847
dc.identifier.urihttp://hdl.handle.net/10400.21/11942
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/1046560X.2018.1485399pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectNature of sciencept_PT
dc.subjectPreserviceelementary teacher trainingpt_PT
dc.subjectScience apprenticeshippt_PT
dc.subjectScientific literacypt_PT
dc.titleUnderstanding the process and conditions that improve preservice teachers’ conceptions of nature of science in real contextspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage643pt_PT
oaire.citation.issue7pt_PT
oaire.citation.startPage620pt_PT
oaire.citation.titleJournal of Science Teacher Educationpt_PT
oaire.citation.volume29pt_PT
person.familyNameValente
person.familyNameMaurício
person.givenNameBianor
person.givenNamePaulo
person.identifier.ciencia-idDA15-0105-CD3A
person.identifier.ciencia-idC215-3441-EE0D
person.identifier.orcid0000-0001-6541-8000
person.identifier.orcid0000-0003-3321-9108
person.identifier.ridB-5083-2012
person.identifier.scopus-author-id56971104800
rcaap.rightsclosedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication0296fbdc-179c-452f-91c8-000a622ac704
relation.isAuthorOfPublication468ee460-caa6-49f6-82fa-76dac04b352e
relation.isAuthorOfPublication.latestForDiscovery0296fbdc-179c-452f-91c8-000a622ac704

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