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13. Scientific practices in pre-service teacher training
Tuesday 22nd August Symposia Session I, 09:00 - 11:00
HG22
Research and reform documents in science education across the world have been calling for an emphasis on the processes of science to make science accessible to students and help them understand the epistemic foundation of science. Scientific practices/competences, part of the process of science, are the cognitive and discursive activities that are targeted in science education to develop epistemic understanding and appreciation of the nature of science. With the term scientific practices we refer to the processes that take place during scientific discoveries and include among others: asking questions, developing and using models, engaging in arguments, constructing and communicating explanations. The emphasis on scientific practices aims to move the teaching of science from content, to the understanding of the processes and the epistemic aspects of science. In order to engage students in scientific practices, we need to first engage teachers themselves in these practices. In this group of papers we bring together research from around Europe to explore pre-service teachers’(PSTs) specific scientific practices, or views of scientific practices in order to better understand how they engage in these practices, and how their understanding might impact their ideas about teaching science. In the first paper the authors investigate 44 PSTs’ perception of models as scientific practices through the use of questionnaires. In the second paper the authors explore PSTs’ perceptions about a training program on modelling. The third paper explores the impact of a specially designed training program, on inquiry and modeling, on PSTs scientific knowledge (conceptual and procedural), epistemic and pedagogical knowledge, as well as emotional self-regulation. The fourth paper explores the effect of modelling and argumentation activities in the context of a controversial issue on PSTs’ actual practices, and on their understanding of teaching science. 

Chairperson: Maria Evagorou, University of Nicosia, Cyprus
Discussant: Marios Papaevripidou, University of Cyprus, Cyprus

S13.1.2.1 Pre-service teachers' perceptions of models as scientific practices
Ebru Z. Mugaloglu*1, Sibel Erduran2, Zoubeida Dagher3
1Bogazici University, Turkey, 2University of Oxford, UK, 3University of Delaware, USA
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S13.1.2.2 Models and modelling as a training context: What are pre-service teachers’ perceptions?
Anna Garrido-Espeja*, Digna Couso-Lagarón
Autonomous University of Barcelona (UAB), Spain
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S13.1.2.3 Inquiry and modeling in pre-service teacher training to improve scientific, epistemic, pedagogical knowledge, and emotional self-regulation
María Martínez-Chico*, María Rut Jiménez Liso, Rafael López-Gay, Miguel Romero
University of Almeria, Spain
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S13.1.2.4 Engaging pre-service teachers in modeling and argumentation as a way to enhance their scientific practices
Maria Evagorou*1, Blanca Puig Mauriz1
1University of Nicosia, Cyprus, 2University of Santiago de Compostela, Spain
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