the The Nature of Science as a learning object in the initial training of secondary school science teachers.
DOI:
https://doi.org/10.47553/rifop.v97i36.1.92424Abstract
This work characterizes and evaluates a teaching-learning sequence (TLS) oriented to the study of the nature of science (NOS) in secondary school teachers in training. This has been carried out in the Master of Secondary Education at the University of Cádiz in the two specialties of Physics/Chemistry and Biology/Geology. The design of the TLS has been based on experience gained since the beginning of the MSE (2009-2010), taking into account different design principles, among which is the adoption as learning references of different consensus about NOS which it found in the literature. An open questionnaire and a final reflective metacognitive activity have been used to assess changes in participants' NOS views. A first qualitative analysis suggests that the TLS allows the improvement in the view of science by only some of the students, but this progression is improved by the final reflective activity of self-regulation.
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