Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection
Beatriz Crujeiras Pérez 1 * , Naira Díaz-Moreno 2
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1 Universidade de Santiago de Compostela, SPAIN
2 Universidad de Murcia, SPAIN
* Corresponding Author

Abstract

This study examined pre-service primary teachers’ (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The participants were 40 PPTs attending a science education course during a semester. The study consisted of a pre-test/post-test design approach framed qualitative methods. The intervention consisted of nine 90-minute sessions in which participants addressed NOS and NOSI aspects through explicit-reflective teaching combined with the implementation of inquiry tasks set in everyday-life contexts. Data were collected through an open-ended questionnaire both at the beginning and at the end of the module and they were examined through content analysis. The main findings suggest that pre-service teachers presented naive NOSI conceptions when entered the course, and their ideas improved considerably in most of the NOSI aspects after their immersion in the teaching module.

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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

https://doi.org/10.29333/ejmste/11795

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 3, Article No: em2089

Publication date: 23 Feb 2022

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