Teacher training by implementing instructional sequence in Primary School teachers’ classroom context: systemic network for analyzing pre-post interviews

Abstract

In order to bring the gap between research in Science Education and teaching practice in Primary schools, we implemented short Model-Based Inquiry (MBI) instructional sequences in the classrooms of six Primary School Teachers. They were interviewed before and after the implementation to know both, their statements about their instruction when teaching science, and what they emphasize after observing our micro-sequence implementation with their own students. In this paper, we present an analysis tool (systemic network) that allows to compare what is described (before) and perceived (after) by the teachers, as well as to analyze the effect of the implementation of the MBI instructional sequence in their pedagogical content knowledge. The results show that most of the teachers recognize a transmissive science teaching mixed with experiments. The Primary School teachers interviewed noticed the importance of the question that makes sense the whole instructional sequence, the data collection analysis that conflicts the students’ personal ideas. The analysis, conclusions are unnoticed by the Primary Teachers as well as the assessment during the short MBI instructional sequence.