Science Teacher Change II: Itineraries of Progression and Obstacles in Prospective Primary Teachers

Authors

  • Rafael Porlán Universidad de Sevilla
  • Rosa Martín del Pozo
  • Ana Rivero Universidad de Sevilla
  • Joao Harres Pontifical Catholic University of Rio Grande do Sul, Brazil
  • Pilar Azcárate Universidad de Cádiz
  • Michelle Pizzato Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (Brasil)

Abstract

This paper, the second in a series of two, presents the progress and obstacles experienced by five teams of prospective primary education teachers who participated in courses based on the constructivist-oriented model «Teacher Education for Inquiry into Practice (FOPIP)», and in the «Students’ Conceptions and Curricular Innovation (CAIC)» course. The categories analyzed were: the students’ ideas, school science con- tent, and the methodology of Science Teaching. For the analysis, three levels of progression were proposed and then reformulated and expanded in the light of the data, resulting in General Itineraries of Progression. The results were suggestive of two substantive obstacles: the students’ ideas have no epistemological value, and scientific knowledge represents absolute truths. There was evidence that the teams had surpassed the first obstacle, but not the second.

Keywords

Professional knowledge, Teachers’ conceptions, Students’ ideas, Content, Method, Constructivism, Itineraries of progression, Obstacles

DOI

https://doi.org/10.5565/rev/enscien/v29n3.1113

Published

2011-11-01

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