Use of data obtained in the field and its contribution to the process of construction of the geological change model by preservice elementary teachers

ABSTRACT

Background

Science education should encompass enculturation in science which implies performing scientific practices such as use of data and modelling, in authentic contexts like the field.

Purpose

This work aims to determine how preservice elementary teachers (PETs) use data obtained in the field, and how these data contribute to the process of building a model of geological change.

Sample

Forty-one Preservice Elementary Teachers (PETs) participated in the study.

Design and methods

A mixed methods design was used. The data from the conversations of nine groups during the six sessions following a field trip were categorized by constant comparison according to how the data from the field were used. The cases of field data used for modelling were further categorised through the Modelling Model Diagram framework. The PETs´ perception was examined by means of an open-ended question.

Results

PETs did use field trip as a learning resource and appealed to it without being explicitly required to. Seven groups used the data for the modelling process, mainly for creating and testing the model. Data were used in four of the groups as evidence for evaluating the validity of models. PETs perceived the field trip to be useful. Specifically, they acknowledged its usefulness whilst carrying out operations related to the creation of the model but they showed lack of awareness about the usefulness of performing other important operations.

Conclusion

The findings suggest that the field trip may be a valuable resource for developing scientific practices such as the use of data and modelling in science education. The positive perception of the PETs about the usefulness of the field trip for the learning process may foster their involvement in the design and implementation of such field trips in the future.

KEYWORDS:

• Field trip
• Geology
• modelling
• preservice elementary teachers
• use of data

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the University of the Basque Country UPV/EHU Research Grants: Mod. II Groups [GIU19/008 and PPGA20/14].