Scientific Practices in Teacher Education: The Interplay of Sense, Sensors, and Emotions

Autor/inn/en	Jimenez-Liso, Maria Rut; Martinez-Chico, María; Avraamidou, Lucy; López-Gay Lucio-Villegas, Rafael
Titel	Scientific Practices in Teacher Education: The Interplay of Sense, Sensors, and Emotions
Quelle	In: Research in Science & Technological Education, 39 (2021) 1, S.44-67 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jimenez-Liso, Maria Rut) ORCID (Martinez-Chico, María) ORCID (Avraamidou, Lucy) ORCID (López-Gay Lucio-Villegas, Rafael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2019.1647158
Schlagwörter	Teacher Education Programs; Scientific Research; Science Instruction; Teaching Methods; Models; Inquiry; Secondary School Teachers; Preservice Teachers; Student Attitudes; Emotional Response; Futures (of Society); Masters Programs; Program Descriptions; Intention + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Schülerverhalten; Emotionales Verhalten; Future; Society; Zukunft; Magister course; Magisterstudiengang
Abstract	Background: In response to reform recommendations calling for students' engagement in scientific practices and the lack of the enactment of such practices in science classrooms, we explored the implementation of scientific practices with special emphasis on model-based inquiry in a secondary science teacher preparation program. Sample: The participants of this study were 26 preservice secondary teachers who engaged in a specially designed sequence that emphasized scientific practices. Purpose: Our aim in this study was to examine the impact of this specially-designed sequence on the participants' views about the usefulness of scientific practices as a pedagogical approach, their intentions in implementing scientific practices as future teachers, and the nature of the emotions they experienced throughout their engagement in the sequence. Design and methods: Data were collected through a questionnaire, which the participants completed following their participation in the sequence. Results: The statistical analysis of the data showed that the majority of the participants -- (a) perceived that they developed adequate understandings about scientific practices; (b) stated that they would implement scientific practices in their future teaching practices; and, (c) experienced positive emotions throughout their engagement in the sequence. Conclusion: These findings are discussed alongside implications for teacher preparation and future research in the area of scientific practices and emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01