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, SPAIN2 Universidad de Murcia, SPAIN* Corresponding Author


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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Article Type: Research Article

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

Publication date: 23 Feb 2022

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