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Pre-service Primary Teachers' Scientific Knowledge and Attitudes towards Science Learning and Their Influence on the Understanding of the Nature of Science

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Pre-service Primary Teachers' Scientific Knowledge and Attitudes towards Science Learning and Their Influence on the Understanding of the Nature of Science

dc.contributor.author	Verdugo Perona, José Javier
dc.contributor.author	Solaz Portolés, Joan Josep
dc.contributor.author	Sanjosé López, Vicente
dc.date.accessioned	2016-11-02T15:08:45Z
dc.date.available	2016-11-02T15:08:45Z
dc.date.issued	2016
dc.identifier.citation	Verdugo Perona, José Javier; J. Solaz-Portolés, Joan Josep; Sanjosé López, Vicente (2016) Pre-service Primary Teachers' Scientific Knowledge and Attitudes towards Science Learning and Their Influence on the Understanding of the Nature of Science Croatian Journal Of Education-Hrvatski Casopis Za Odgoj i Obrazovanje 18 3 779 815
dc.identifier.uri	http://hdl.handle.net/10550/55871
dc.description.abstract	The present study focused on the knowledge about the nature of science and the question of the extent to which this knowledge could be explained by employing scientific knowledge, as well as attitudes towards science learning. We obtained data from 171 Spanish pre-service primary school teachers on their knowledge about: a) science concepts, b) science process skills, c) the nature of science (that was split into science construction and validation and the role and function of scientific models), and d) their attitudes towards science learning. Quantitative and qualitative analyses provided interesting results: a) there were significant correlations between any pair of scores of conceptual knowledge, procedural knowledge and attitudes towards science learning; b) knowledge of scientific models elaboration and validity was significantly predicted by scientific conceptual knowledge; c) knowledge of science construction and validation was not predicted by scientific knowledge (concepts and processes) or attitudes; d) only 22.7% of all the participants showed coherent ideas aligned with the currently accepted scientific epistemology; and e) having vast scientific knowledge (concepts and processes) and also good attitudes toward science learning did not guarantee correct ideas regarding science construction and scientific models. We conclude that specific content about the nature of science should be explicitly included in pre-service teachers' curricula, as it is not implicitly provided by other types of scientific content.
dc.language.iso	eng
dc.relation.ispartof	Croatian Journal Of Education-Hrvatski Casopis Za Odgoj i Obrazovanje, 2016, vol. 18, num. 3, p. 779-815
dc.subject	Ciència Ensenyament
dc.subject	Ciència
dc.subject	Ensenyament primari
dc.title	Pre-service Primary Teachers' Scientific Knowledge and Attitudes towards Science Learning and Their Influence on the Understanding of the Nature of Science
dc.type	journal article	es_ES
dc.date.updated	2016-11-02T15:08:45Z
dc.identifier.doi	10.15516/cje.v18i3.1760
dc.identifier.idgrec	114328
dc.rights.accessRights	open access	es_ES