artículo
Pre-service science teacher education: possible contributions and tensions on modeling
Fecha
2022Registro en:
10.5565/rev/ensciencias.3286
2174-6486
0212-4521
WOS:000766629700005
Autor
Garrido Espeja, Anna
Soto Alvarado, Macarena
Couso Lagaron, Digna
Institución
Resumen
center dot The aim of this research is to find out the perceptions of future teachers about modeling as a teaching methodology in two different educational contexts, after participating as students in a training course based on it. We also aim to identify didactical tensions that emerge from their visions about modeling-based teaching. Using a semi-open questionnaire, we analyzed the opinion of 70 future primary school teachers (in Catalonia) and 22 future secondary school teachers (in Chile) about their own experience. Results show that both groups value modeling as a useful practice for learning science, although they also highlight other aspects that are not specific for modeling with certain differences between the two groups, which are discussed. Finally, we identify four tensions regarding the teaching of science to consider when planning initial teacher education courses within the modeling-based instruction framework.