Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledg...

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Autores principales:	Joana Torres, Clara Vasconcelos
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	models nature of science prospective teachers biology and geology classes science education Education L
Acceso en línea:	https://doaj.org/article/84488aebe9db4423aae6a413cd4c213c
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spelling	oai:doaj.org-article:84488aebe9db4423aae6a413cd4c213c2021-11-25T17:23:22ZModels and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?10.3390/educsci111106882227-7102https://doaj.org/article/84488aebe9db4423aae6a413cd4c213c2021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/688https://doaj.org/toc/2227-7102Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.Joana TorresClara VasconcelosMDPI AGarticlemodelsnature of scienceprospective teachersbiology and geology classesscience educationEducationLENEducation Sciences, Vol 11, Iss 688, p 688 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	models nature of science prospective teachers biology and geology classes science education Education L
spellingShingle	models nature of science prospective teachers biology and geology classes science education Education L Joana Torres Clara Vasconcelos Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
description	Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.
format	article
author	Joana Torres Clara Vasconcelos
author_facet	Joana Torres Clara Vasconcelos
author_sort	Joana Torres
title	Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
title_short	Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
title_full	Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
title_fullStr	Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
title_full_unstemmed	Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
title_sort	models and the nature of science: what mediates their implementation in portuguese biology and geology classes?
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/84488aebe9db4423aae6a413cd4c213c
work_keys_str_mv	AT joanatorres modelsandthenatureofsciencewhatmediatestheirimplementationinportuguesebiologyandgeologyclasses AT claravasconcelos modelsandthenatureofsciencewhatmediatestheirimplementationinportuguesebiologyandgeologyclasses
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Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

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