Pre-service teachers’ perceptions about the contributions of field work and construction of a physical model to modelling aquifers
Araitz Uskola 1 * , Nahia Seijas 2
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1 Facultad de Educación de Bilbao, University of the Basque Country, Leioa, SPAIN2 IES Zabalgana BHI, Vitoria-Gasteiz, SPAIN* Corresponding Author

Abstract

Teachers are crucial to implement innovative activities in the classroom and to make them effective for their students’ learning. Teachers’ beliefs have been found to condition the extent to which and the way in which they carry out certain activities. This study analyses the beliefs of 73 pre-service teachers (two cohorts) about two resources (fieldwork and physical model) used in an aquifer modelling sequence in which they had participated. Their perceptions are compared with the hypothetical purposes of the resources in a modelling process. The data analyzed were the written reflections at the end of the activities. Both resources were rated very positively. Practically all participants referred to contributions to learning and many made metacognitive reflections. The results show that both resources met the expectations about their contribution to modelling. The implications for future design of modelling activities are discussed.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 4, Article No: em2420

https://doi.org/10.29333/ejmste/14357

Publication date: 01 Apr 2024

Online publication date: 14 Mar 2024

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Article Downloads: 276

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