Analysis of the Models Proposed by Prospective Pre-Primary Teachers When Studying Water

Autor/inn/en	Cruz-Guzmán, Marta; García-Carmona, Antonio; Criado, Ana M.
Titel	Analysis of the Models Proposed by Prospective Pre-Primary Teachers When Studying Water
Quelle	In: International Journal of Science Education, 42 (2020) 17, S.2876-2897 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cruz-Guzmán, Marta) ORCID (García-Carmona, Antonio) ORCID (Criado, Ana M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1841327
Schlagwörter	Preschool Teachers; Water; Science Instruction; Molecular Structure; Student Attitudes; Teacher Education Programs; Intervention; Interrater Reliability; Teaching Methods; Science Teachers; Pedagogical Content Knowledge; Workshops; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Wasser; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Interrater-Reliabilität; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lernwerkstatt; Schulung; Ausland; Spanien
Abstract	This study analyses the evolution of school-level scientific models proposed by prospective pre-primary teachers (PPTs) (a) about the water molecule and its intermolecular bonds, and (b) representing the different states of water molecule aggregation at a microscopic level. The data were acquired from the PPTs' responses at the beginning and at the end of the intervention to two open-ended questions. Given the qualitative and interpretive nature of the study, the responses were analysed and categorised by combining inter- and intra-rater evaluation methods. In general, positive evolution was observed in the models for both questions, progressing from representations that were symbolic, macroscopic, or without differentiating the constituents of the molecule to molecular representations that were more coherent. They ended up presenting a more proportionate ratio between the sizes of the two types of atom involved, considering the approximate angle between the bonds, and even differentiating the intra- from the intermolecular hydrogen bonds characteristic of water to describe the states of water molecule aggregation. The conclusion was that, with interventions of this kind, it is possible to initiate PPTs in the practice of scientific modelling as part of their training as science teachers at the initial levels of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01