Preservice Chemistry Teachers' Epistemic Beliefs after a Student-Centred Approach Training Programme

Autor/inn/en	López-Banet, Luisa; Martínez-Carmona, Marina
Titel	Preservice Chemistry Teachers' Epistemic Beliefs after a Student-Centred Approach Training Programme
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 12, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (López-Banet, Luisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Instruction; Teaching Methods; Chemistry; Preservice Teachers; Student Attitudes; Science Teachers; Teacher Education Programs; Secondary School Teachers; Teacher Competencies; Student Centered Learning; Inquiry; Active Learning; Modeling (Psychology); Game Based Learning; Persuasive Discourse; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Modeling; Modelling; Modellierung; Persuasion; Persuasive Kommunikation; Pädagogische Kompetenz
Abstract	Recent studies in science education have recognized a possible link between teachers' beliefs about scientific knowledge and its practice in the classroom. Therefore, it is essential to promote the evolution of the pre-service teachers' initial beliefs about methodologies for the teaching of chemistry in accordance with the discipline foundations and current recommendations on science teaching. We present the implementation and evaluation of a sequence of activities with a student-centred teaching approach for the training of pre-service science secondary education teachers. Inquiry, modelling, argumentation, as well as game-based learning are examples of the methodologies used. The results show a change of orientation from the epistemic beliefs prior to the programme implementation and highlight significant differences with respect to the relevance given by the teachers to carrying out research activities. For future teachers to develop professional competence, it is necessary to offer them opportunities to experience alternative methodologies during their training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01