1,403
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Exploring pre-service primary teachers’ progression towards inquiry-based science learning

ORCID Icon, ORCID Icon, ORCID Icon &
Pages 357-374 | Received 23 Apr 2019, Accepted 07 Jun 2020, Published online: 26 Jun 2020

References

  • Abell, S. K. 2008. “Twenty Years Later: Does Pedagogical Content Knowledge Remain a Useful Idea?” International Journal of Science Education 30 (10): 1405–1416. doi:10.1080/09500690802187041.
  • American Anthropological Association (AAA). 2012. “Statement on Ethics: Principles of Professional Responsibilities.” http://users.polisci.wisc.edu/schatzberg/ps919/AAA,%20Ethics,%202012.pdf
  • American Education Research Association (AERA). 2011. “AERA Code of Ethics: American Educational Research Association.” Educational Researcher 40 (3): 145–156.
  • Arias, A. M., and E. Davies. 2017. “Supporting Children to Construct Evidence-based Claims in Science: Individual Learning Trajectories in a Practice-based Program.” Teaching and Teacher Education 66: 204–218. doi:10.1016/j.tate.2017.04.011.
  • Berry, A., F. Depaepe, and J. van Driel. 2016. “Pedagogical Content Knowledge in Teacher Education.” In International Handbook of Teacher Education, edited by J. Loughran and M. Hamilton (pp. 347–386). Singapore: Springer.
  • Binns, I. C., and S. Popp. 2013. “Learning to Teach Science through Inquiry: Experiences of Preservice Teachers.” Electronic Journal of Science Education 17 (1): 1–24.
  • Borhan, M. T. 2014. “Problem Based Learning (PBL) in Teacher Education: A Review of the Effect of PBL on Preservice Teachers’ Knowledge and Skills.” European Journal of Educational Sciences 1 (1): 76–87. doi:10.19044/ejes.v1no1a9.
  • British Educational Research Association [BERA]. 2018. Ethical Guidelines for Educational Research. 4th ed. London. https://www.bera.ac.uk/researchers-resources/publications/ethicalguidelines-for-educational-research-2018
  • Bryan, L. A. (2012). Research on science teacher beliefs. In B. J. Fraser, K. G. Tobin and C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 477–495). Dordrecht: Springer.
  • Charmaz, K. 2014. Constructing Grounded Theory. 2nd ed. Thousand Oaks, CA: Sage.
  • Cheng, M. M. H., K. W. Chan, S. Y. F. Tang, and A. Y. N. Cheng. 2009. “Pre-service Teacher Education Students’ Epistemological Beliefs and Their Conceptions of Teaching.” Teaching and Teacher Education 25: 319–327. doi:10.1016/j.tate.2008.09.018.
  • Cohen, L., L. Manion, and K. Morrison. 2018. Research Methods in Education. 8th ed. New York: Routledge.
  • Couso, D. 2014. “De la moda de “aprender indagando” a la indagación para modelizar: una reflexión crítica.” En Investigación y transferencia para una educación en ciencias: un reto emocionante, edited by M. A. Héras, A. Lorca, B. Vázquez, A. Wamba, and R. Jiménez, 1–28. Huelva: Servicio de Publicaciones Universidad de Huelva.
  • Crawford, B., and D. Capps. 2016. “What Knowledge Do Teachers Need for Engaging Children in Science Practices?” In Cognition, Metacognition, and Culture in STEM Education, edited by J. Dori, Z. Mevarech, and D. Baker, 19–44. New York: Springer.
  • Etherington, M. B. 2011. “Investigative Primary Science: A Problem-based Learning Approach.” Australian Journal of Teacher Education 36 (9): 36–57. doi:10.14221/ajte.2011v36n9.2.
  • Ezquerra, A., D. Blázquez, and R. Martín Del Pozo. 2010. “Cavar, Soñar, Aprender. Construyendo un Proyecto [Digging, Dreaming, Learning. Building a Project].” In Compañía Española de Reprografía y Servicios (CERS). Complumedia (UCM). https://complumedia.ucm.es/misvideos.php
  • Ezquerra, A., F. Rodríguez, and A. Rivero. 2012. La Investigación Escolar en la Práctica. Enseñar Ciencias en Primaria [Inquiry-based teaching in practice. Teaching Science in Primary]. Sevilla: Copiarte. ISBN: 978-84-939704-3.7.
  • Ezquerra, A., S. Hamed, and M. Martín Del Pozo. 2017a. “El cambio de las concepciones en futuros maestros sobre los contenidos escolares de ciencias.” Revista Complutense de Educación 28 (3): 773–790.
  • Friedrichsen, P. J., J. H. Van Driel, and S. K. Abell. 2011. “Taking a Closer Look at Science Teaching Orientations.” Science Education 95 (2): 358–376. doi:10.1002/sce.20428.
  • Furtak, E. M., and A. C. Alonzo. 2010. “The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment.” Research in Science Education 40: 425–449. doi:10.1007/s11165-009-9128-y.
  • Gess-Newsome, J. 2015. “A Model of Teacher Professional Knowledge and Skill Including PCK: Results of the Thinking from the PCK Summit.” In Re-examining Pedagogical Content Knowledge in Science Education, edited by A. Berry, P. Friedrichsen, and J. Loughran, 28–42. London: Routledge Press.
  • Haefner, L. A., and C. Zembal-Saul. 2004. “Learning by Doing? Prospective Elementary Teachers’ Developing Understandings of Scientific Inquiry and Science Teaching and Learning.” International Journal of Science Education 26 (13): 1653–1674. doi:10.1080/0950069042000230709.
  • Hamed, S., A. Rivero, and R. Martín Del Pozo. 2016. “El cambio en las concepciones de los futuros maestros sobre la metodología de enseñanza de las ciencias en un programa formativo.” Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 13 (2): 476–492. doi:10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i2.17.
  • López-Lozano, L., E. Solis, and P. Azcárate. 2018. “Evolution of Ideas about Assessment in Science: Incidence of a Formative Process.” Research in Science Education 48: 915–937. doi:10.1007/s11165-016-9591-1.
  • Magnusson, S., J. S. Krajcik, and H. Borko. 1999. “Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching.” In Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education, edited by J. Gess-Newsome and N. G. Lederman, 95–132. Dordrecht, the Netherlands: Kluwer Academic Publishers.
  • Martín Del Pozo, R., R. Porlán, and A. Rivero. 2011. “The Progression of Prospective Teachers’ Conceptions of School Science Content.” Journal of Science Teacher Education 22 (4): 291–312. doi:10.1007/s10972-011-9233-4.
  • Martínez-Chico, M., R. Jiménez, and R. López Gay. 2015. “Efecto de un programa formativo para enseñar ciencias por indagación basada en modelos, en las concepciones didácticas de los futuros profesores [Effect of a training program to teach science by models based on the didactic conceptions of prospective teachers inquiry].” Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 12 (1): 149–166.
  • National Research Council. 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press.
  • Nilsson, P. 2008. “Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-service Education.” International Journal of Science Education 30 (10): 1281–1299. doi:10.1080/09500690802186993.
  • Nilsson, P., and J. Loughran. 2012. “Exploring the Development of Pre-service Elementary Teachers’ Pedagogical Content Knowledge.” Journal of Science Teacher Education 23 (7): 699–721. doi:10.1007/s10972-011-9239-y.
  • Organic Law 15/1999, December 13, which regulates the protection of Personal Data”. Boletín Oficial del Estado (BOE), 298. Spain: Ministry of the Presidency. Document available at https://www.boe.es/boe/dias/1999/12/14/pdfs/A43088-43099.pdf
  • Parcerisa, A. 2005. “Las intenciones formativas como referencia para los materiales universitarios.” En Materiales para la docencia universitaria, edited by A. Parcerisa (Coord.), 25–31. Barcelona: Octaedro.
  • Pedaste, M., M. Mäeots, L. A. Siiman, T. De Jong, S. A. Van Riesen, E. T. Kamp, and E. Tsourlidaki. 2015. “Phases of Inquiry-based Learning: Definitions and the Inquiry Cycle.” Educational Research Review 14: 47–61. doi:10.1016/j.edurev.2015.02.003.
  • Pilitsis, V., and R. G. Duncan. 2012. “Changes in Belief Orientations of Pre-service Teachers and Their Relation to Inquiry Activities.” Journal of Science Teacher Education 23 (8): 909–936. doi:10.1007/s10972-012-9303-2.
  • Rivero, A., R. Martín Del Pozo, E. Solís, P. Azcárate, and R. Porlán. 2017. “Cambio del conocimiento sobre la enseñanza de las ciencias de futuros maestros [Prospective teachers’ changing knwoledge about teaching science].” Enseñanza de las Ciencias 35 (1): 29–52.
  • Romero-Ariza, M. 2017. “El aprendizaje por indagación, ¿existen suficientes evidencias sobre sus beneficios en la enseñanza de las ciencias? Revista.” Eureka sobre Enseñanza y Divulgación de las Ciencias 14 (2): 286–299. doi:10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i2.01.
  • Schneider, R. M., and K. Plasman. 2011. “Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development.” Review of Educational Research 81 (4): 530–565. doi:10.3102/0034654311423382.
  • Talanquer, V. 2014. “Conocimiento didáctico del contenido y progresiones de aprendizaje [Pedagogical content knowledge and learning progressions].” In Conocimiento didáctico del contenido. Una perspectiva iberoamericana [Pedagogical content knowledge. An Ibero-American perspective], edited by A. Garritz, G. Lorenzo, and S. Daza-Rosales (Coords.) (pp. 206–225). Saarbrücken, Germany: Editorial Académica Española.
  • Van Driel, J. H., and A. Berry. 2012. “Teacher Professional Development Focusing on Pedagogical Con’tent Knowledge.” Educational Researcher 41 (1): 26–38. doi:10.3102/0013189X11431010.
  • Yoon, H. G., Y. J. Joung, and W. Kim. 2012. “The Challenges of Science Inquiry Teaching for Preservice Teachers in Elementary Classrooms: Difficulties on and under the Scene.” Research in Science Education 42 (3): 589–608. doi:10.1007/s11165-011-9212-y.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.