Nature of Science Understandings and Instructional Perceptions: Moroccan Preservice Primary Science Teacher Educators' Responding Variables to a Professional Development Series

Autor/inn/en	Librea-Carden, Mila Rosa; Avarzamani, Farnaz; Rillero, Peter; Hamel, Florence
Titel	Nature of Science Understandings and Instructional Perceptions: Moroccan Preservice Primary Science Teacher Educators' Responding Variables to a Professional Development Series
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 26 (2023) 4, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Librea-Carden, Mila Rosa) ORCID (Avarzamani, Farnaz) ORCID (Rillero, Peter) ORCID (Hamel, Florence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scientific Principles; Science Instruction; Foreign Countries; Preservice Teachers; Elementary School Teachers; Science Teachers; Teacher Educators; Professional Development; Morocco + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Marokko
Abstract	The study explored science and science education professors' nature of science (NOS) understandings and perceptions on NOS instruction before (T1), during (T2), and after (T3) a professional development (PD) series. Using repeated measures design, findings showed an increasing trend across NOS aspects. Summary scores were used to classify participants' NOS views as "alternative," "transitional," or "informed." From T1 to T3, participants (n=19) shifted from "alternative" (16%) and "transitional" (84%), to "transitional" (100%) at T2, and ended as "transitional" (53%)/"informed" (47%). There were particularly significant changes in participants' understanding of observations and inferences and the sociocultural influence on the enterprise of science. The findings did not reveal significant changes in participants' perceptions on NOS instruction. On reflective responses, however, a majority expressed a desire to learn about more NOS activities that can be used in their instruction. The study provides evidence that relatively short PDs, when implemented with explicit NOS activities, have potential to positively impact NOS understanding. While less impactful on participants' NOS instructional perceptions, it is encouraging that the majority of the participants indicated a desire to learn strategies to teach NOS. More research can help improve the efficacy of PD methods and help identify key constructs that are most relevant for perceptions of NOS instruction. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01