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

International Journal of Science and Mathematics Education

Volumn 6, Issue 1, 2008, Pages 37-62

  Mellado, Vicente ^a   Bermejo, María Luisa ^a   Blanco, Lorenzo J ^a   Ruiz, Constantino ^a  

^a UNIVERSITY OF EXTREMADURA   (Spain)

Author keywords

Classroom behaviour; Conceptions; Secondary prospective science teacher

Indexed keywords

EID: 36749012535     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-007-9081-z     Document Type: Article

References (92)

1. Adamson, S.L., Bank, D., Burtch, M., Cox, F. III, Judson, E., Turley, J.B., Benford, R. & Lawson, A.E. (2003). Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement. Journal of Research in Science Teaching, 40(10), 939-957.
2. Aguaded, S., Jiménez, R. & Wamba, A.M. (1998). Importancia de la reflexión sobre la propia acción desde la perspectiva de un profesor novel. In E. Banet & A. de Pro (Eds.), Investigación e innovación en la enseñanza de las ciencias (pp. 161-170). Murcia: DM.
3. Aguirre, M., Haggerty, S. & Linder, C. (1990). Student-teachers' conceptions of science teaching and learning: A case study in preservice science education. International Journal of Science Education, 12(4), 381-390.
4. Anderson, R.D. & Mitchener, C.P. (1994). Research on science teacher education. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3-44). New York: Macmillan.
5. Bailey, B.L., Scantlebury, K.C. & Johnson, E.M. (1999). Encouraging the beginning of equitable science teaching practice: Collaboration is the key. Journal of Science Teacher Education, 10(3), 159-173.
6. Barak, J., Gorodetsky, M. & Chipman, D. (1997). Understanding of energy in biology and vitalistic conceptions. International Journal of Science Education, 19(1), 21-30.
7. Barrantes, M. & Blanco, L.J. (2006) A study of prospective primary teachers' conceptions of teaching and learning school geometry. Journal of Mathematics Teacher Education, 9(5), 411-437.
8. Bartholomew, H. & Osborne, J. (2004). Teaching students "ideas about science": Five dimensions of effective practice. Science Education, 88(5), 655-682.
9. Bell, R.L., Lederman, N.G. & Abd-El-Khalick, F. (2000). Developing and acting upon one's conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37(6), 563-581.
10. Benson, G. (1989). Epistemology and science curriculum. Journal of Curriculum Studies, 21(4), 329-344.
11. Beyerbach, B.A. & Smith, J.M. (1990). Using a computerized concept mapping program to assess preservice teachers' thinking about effective teaching. Journal of Research in Science Teaching, 27(10), 961-971.
12. Blanco, L.J. (2004). Problem solving and the initial practical and theoretical education of teachers in Spain. Mathematics Teacher Education and Development, 6(1), 37-48.
13. Bol, L. & Strage, A. (1996). The contradiction between teachers' instructional goals and their assessment practices in high school biology courses. Science Education, 80(2), 145-163.
14. Brickhouse, N.W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62.
15. Bryan, L.A. & Abell, S.K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121-139.
16. Cañas, A.J., Novak, J.D. & González, F.M. (2004). Concept maps: Theory, methodology, technology. Pamplona (Spain): Publicaciones de la Universidad Pública de Navarra.
17. Casas, L.M. & Luengo, R. (2004). Representación del conocimiento y aprendizaje. Teoría de los conceptos nucleares. Revista Española de Pedagogía, 227, 59-84.
18. da Silva, C., Mellado, V., Ruiz, C. & Porlán, R. (2007). Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps. Science Education, 91(3), 461-491.
19. de Jong, O., Korthagen, F. & Wubbels, T. (1998). Research on science teacher education in Europe: Teacher thinking and conceptual change. In B.J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 745-758). Dordrecht: Kluwer A.P.
20. de Pro, A., Valcárcel, M.V. & Sánchez, G. (2005). Viabilidad de las propuestas didácticas planteadas en la formación inicial: opiniones, dificultades y necesidades de profesores principiantes. Enseñanza de las Ciencias, 23(3), 357-378.
21. Feyerabend, P. (1975). Against method. London: Verso Publishing.
22. Feynman, R., Leighton, R.B. & Sands, M. (1971). The Feynman Lectures on Physics. México: Fondo Educativo Iberoamericano.
23. Freitas, I., Jiménez, R. & Mellado, V. (2004). Solving physics problems: The conceptions and practice of an experienced teacher and an inexperienced teacher. Research in Science Education, 34(1), 113-133.
24. Furió, C. & Carnicer, J. (2002). El desarrollo profesional del profesor de ciencias mediante tutorías de grupos cooperativos. Estudio de ocho casos. Enseñanza de las Ciencias, 20(1), 47-73.
25. García, S. & Martínez, C. (2001). Las ideas de los alumnos del CAP, punto de referencia para reflexionar sobre formación docente. Revista Interuniversitaria de Formación del Profesorado, 40, 97-110.
26. Gess-Newsome, J. (1999). Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge (pp. 51-94). Dordrecht: Kluwer A.P.
27. Gess-Newsome, J. & Lederman, N.G. (1993). Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77(1), 25-45.
28. Gess-Newsome, J. & Lederman, N.G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301-325.
29. Gil-Pérez, D. (1993). Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje. Enseñanza de las Ciencias, 11(2), 197-212.
30. Gil-Pérez, D., Beléndez, A., Martín, A. & Martínez, J. (1991). La formación del profesorado universitario de materias científicas: contra algunas ideas y comportamientos de "sentido común". Revista Interuniversitaria de Formación del Profesorado, 12, 43-48.
31. González, F.M., Morón, C. & Novak, J.D. (2001). Errores conceptuales. Diagnosis, tratamiento y reflexiones. Madrid: Morata.
32. Gunstone, R.F., Slattery, M., Bair, J.R. & Northfield, J.R. (1993). A case study exploration of development in preservice science teachers. Science Education, 77(1), 47-73.
33. Gustafson, B.J. & Rowell, P.M. (1995). Elementary preservice teacher: Constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17(5), 585-605.
34. Hewson, P.W. (1993). Constructivism and reflective practice in science teacher education. In L. Montero & J.M. Vez (Eds.), Las didácticas específicas en la formacin del profesorado (pp. 259-275). Santiago, Spain: Tórculo.
35. Hewson, P.W. & Hewson, M.G. (1989). Analysis and use of a task for identifying conceptions of teaching science, Journal of Education for Teaching, 15(3), 191-209.
36. Hewson, P.W., Tabachnick, B.R., Zeichner, K.M. & Lemberger, J. (1999). Educating prospective teachers of biology: Findings, limitations, and recommendations. Science Education, 83(3), 373-384.
37. Huibregtse, I., Korthagen, F. & Wubbels, T. (1994). Physics teachers' conceptions of learning, teaching and professional development. International Journal of Science Education, 16(5), 539-561.
38. Jaen, M. & Banet, E. (2003). Formación inicial de profesores de secundaria: Dificultades para aprender a planificar y desarrollar las actividades de enseñanza en las aulas de secundaria. Revista Interuniversitaria de Formación del Profesorado, 17(1), 51-78.
39. Jiménez, R. & Wamba, A.M. (2003). ¿Es posible el cambio de modelos didácticos personales? Obstáculos en profesores de Ciencias Naturales de Educación Secundaria. Revista Interuniversitaria de Formación del Profesorado, 17(1), 113-131.
40. Jones, M.G. & Vesilind, E. (1995). Preservice teachers' cognitive frameworks for class management. Teaching and Teacher Education, 11(4), 313-330.
41. King, K., Shumow, L. & Lietz, S. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. Science Education, 85(2), 89-110.
42. Koballa, T.R., Glynn, S.M. & Upson, L. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16(4), 287-308.
43. Laudan, L. (1977). Progress and its problems. University of California Press Ltd.
44. Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
45. Lederman, N. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
46. Lederman, N.G. & Gess-Newsome, J. (1991). Metamorphosis, adaptation, or evolution? Preservice science teachers' concerns and perceptions of teaching and planning. Science Education, 75(4), 443-456.
47. Lederman, N.G. & O'Malley, M. (1990) Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.
48. Lemberger, J., Hewson, P.W. & Park, H. (1999). Relationship between prospective secondary teachers' classroom practice and their conceptions of biology and of teaching science. Science Education, 83(3), 347-371.
49. Lucas, S. & Vasconcelos, C. (2005). Perspectivas no ambito das práticas lectivas: Um estudo com professores do 7° ano de escolaridades. Revista Electrónica de Enseñanza de las ciencias, 4(3). In http://www.saum.uvigo.es/reec.
50. Marcelo, C. & Parrilla, A. (1991). El estudio de caso: Una estrategia para la formación del profesorado y la investigación didáctica. In C. Marcelo et al. (eds.), El estudio de caso en la formación del profesorado y la investigación didáctica (pp. 11-73). Seville (Spain): Seville University Press.
51. Martínez-Losada, C. & García-Barros, S. (2005). Do Spanish secondary school teachers really value different sorts of procedural skills? International Journal of Science Education, 27(7), 827-854.
52. Martínez, C., García, S. & Mondelo, M. (1993). Las ideas de los profesores de ciencias sobre la formación docente. Enseñanza de las Ciencias, 11(1), 26-32.
53. Martínez, M., Martín del Pozo, R., Rodrigo, M., Varela, P., Fernández, M.P. & Guerrero, A. (2001a). ¿Qué pensamiento profesional y curricular tienen los futuros profesores de ciencias de secundaria? Enseñanza de las Ciencias, 19(1), 67-87.
54. Martínez, M.A., Sauleda, N. & Huber, G.H. (2001b). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(8), 965-977.
55. Marx, R.W., Freeman, J., Krajcik, J. & Blumenfed, P. (1998). Professional development of science education. In B.J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 667-680). Dordrecht: Kluwer. A.P.
56. McRobbie, C. & Tobin, K. (1995). Restraints to reform: The congruence of teacher and students actions in a chemistry classroom. Journal of Research in Science Teaching, 32(4), 373-385.
57. Mellado, V. (1997). Preservice teachers' classroom practice and their conceptions of the nature of science. Science & Education, 6(4), 331-354.
58. Mellado, V. (1998a). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82(2), 197-214.
59. Mellado, V. (1998b). El comienzo de la enseñanza de la energía por profesores de ciencias con distinta formación inicial. Revista de Enseñanza de la Física, 11(2), 21-33.
60. Mellado, V., Blanco, L.J. & Ruiz, C. (1998). A framework for learning to teach science in inicial primary teacher education. Journal of Science Teacher Education, 9(3), 195-219.
61. Mellado, V., Peme-Aranega, C., Redondo, C. & Bermejo, M.L. (2002). Los mapas cognitivos en el análisis gráfico de las concepciones del profesorado. Campo Abierto, 22, 37-58.
62. Mellado, V., Ruiz, C., Bermejo, M.L. & Jiménez, R. (2006). Contributions from the philosophy of science to the education of science teachers. Science & Education, 15(5), 419-445.
63. Meyer, H., Tabachnick, B.R., Hewson, P.W., Lemberger, J. & Park, H. (1999). Relationship between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science. Science Education, 83(3), 323-346.
64. Miles, M.B. & Huberman, A.M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20-30.
65. Neale, D.C., Smith, D.C. & Wier, E.A. (1987). Teacher thinking in elementary science instruction. Washington D.C.: Paper presented at A.E.R.A.
66. Novak, J.D. & Gowin, D.B. (1988). Aprender a Aprender. Barcelona: Martínez Roca.
67. Novak, J.D., Gowin, D.B. & Johansen, G.T. (1983). The use of concept mapping and knowledge vee mapping with junior high school science students. Science Education, 67(5), 625-645.
68. Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
69. Pavón, F.J. (1996). Conocimiento profesional de los profesores de física y química de bachillerato principiantes y con experiencia, en la provincia de Cádiz. Unpublished Doctoral Thesis. University of Seville, Spain.
70. Perales, F.J. (1998). La formación del profesorado universitario en didáctica de las ciencias experimentales. Desde el inmovilismo a la búsqueda de alternativas. Revista de Educación de la Universidad de Granada, 11, 345-354.
71. Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientist, secondary science teachers, and elementary teachers. Science Education, 77(3), 261-278.
72. Porlán, R., Martín, R. & Martín, J. (2002). Conceptions of school? Based teacher educators concerning ongoing teacher education. Teaching and Teacher Education, 18(3), 305-321.
73. Powell, R. (1994). From field science to classroom science: A case study of constrained emergence in a second-career science teacher. Journal of Research in Science Teaching, 31(3), 273-291.
74. Ritchie, S.M. (1994). Metaphor as a tool for constructivist science teaching. International Journal of Science Education, 16(3), 293-303.
75. Roehrig, G.H. & Luft, J.A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.
76. Ruiz, C., Porlán, R., da Silva, C. & Mellado, V. (2005). Construcción de mapas cognitivos a partir del cuestionario INPECIP. Aplicación al estudio de la evolución de las concepciones de una profesora de secundaria entre 1993 y 2002. Revista Electrónica de Enseñanza de las Ciencias, 4(1). In http://www.saum.uvigo.es/reec.
77. Sanmartí, N. (2001). Enseñar a enseñar ciencias en secundaria: un reto muy complete. Revista Interuniversitaria de Formación del Profesorado, 40, 31-48.
78. Shymansky, J.A., Woodworth, G., Norman, O., Dunkhase, J., Matthews, C. & Liu, C.-T. (1993). A study of changes in middle school teachers' understanding of selected ideas in science as a function of an in-service program focusing on student preconceptions. Journal of Research in Science Teaching, 30(7), 737-755.
79. Simmons, P.E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson, L. et al. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36(8), 930-954.
80. Solís, E. & Porlán, R. (2003). Las concepciones del profesorado de ciencias de secundaria en formación inicial ¿Obstáculo o punto de partida? Investigación en la Escuela, 49, 5-22.
81. Stoddart, T., Connell, M., Stofflett, R. & Peck, D. (1993). Reconstructing elementary teacher candidates' understanding of mathematics and science content. Teaching and Teacher Education, 9(3), 229-241.
82. Tobin, K. (1993). Referents for making sense of science teaching. International Journal of Science Education, 15(3), 241-254.
83. Tobin, K. & Fraser, B.J. (1989). Barriers to higher-level cognitive learning in high school science. Science Education, 73(6), 659-582.
84. Tobin, K., Tippins, D.J. & Gallard, A.J. (1994). Research on instructional strategies for teaching science. In D.L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan. P.C.
85. Tobin, K., Roth, W.M. & Zimmermann, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38(8), 941-964.
86. Trumper, R. (1997). A survey of conceptions of energy of Israeli pre-service high school biology teachers. International Journal of Science Education, 19(1), 31-46.
87. Tsai, C.-C. (2002a). Nested epistemologies: Science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
88. Tsai, C.C. (2002b). A science teacher's reflections and knowledge growth about STS instruction after actual implementation. Science Education, 86(1), 23-41.
89. Van Driel, J.H., Beijaard, D. & Veroop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158.
90. Wallace, J. & Louden, W. (1992). Science teaching and teachers' knowledge: Prospect for reform of elementary classrooms. Science Education, 76(5), 507-521.
91. Yerrick, R.K. & Hoving, T.J. (2003). One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field-based science methods in culturally diverse contexts. Science Education, 87(3), 390-418.
92. Young, B.Y. & Kellogg, T. (1993). Science attitudes and preparation of preservice elementary teachers. Science Education, 77(3), 279-291.