The classroom practice of a prospective secondary biology teacher and his conceptions of the nature of science and of teaching and learning science

被引：1
|
作者：
Mellado V. [1 ]
Bermejo M.L. [2 ]
Blanco L.J. [1 ]
Ruiz C. [1 ]
机构：
[1] Department Science and Mathematics of Education, Faculty of Education, University of Extremadura, 06071, Badajoz
[2] Department Psychology and Sociology of Education, Faculty of Education, University of Extremadura, 06071, Badajoz
来源：
International Journal of Science and Mathematics Education | 2008年 / 6卷 / 1期
关键词：
Classroom behaviour; Conceptions; Secondary prospective science teacher;
D O I：
10.1007/s10763-007-9081-z
中图分类号：
学科分类号：
摘要：
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher's conceptions of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom observations. The results reflected Miguel's relativist conceptions of the nature of science that were consistent with his constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that knowledge. Miguel's classroom behavior was completely contrary to his conceptions, which were to reinforce the students' alternative ideas through debate, and not by means of teacher explanation. © 2007 National Science Council.
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页码：37 / 62
页数：25
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