Trabalho aprentado na 12th Conference of the European Science Education Research Association (ESERA), 21 a 25 de agosto 2017, Dublin, IrelandaN/

Neves, Isabel Pestana

Saraiva, Maria Leonor

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Saraiva, Maria Leonor da Graça

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9/4/20171Metascience in pre-service primary teacher educationEnhancing teachers’ science conceptionsLeonor Saraiva1,2 & Isabel Pestana Neves2leonor.saraiva@ese.ips.pt; imneves@ie.ulisboa.pt 1Instituto Politécnico de Setúbal, Escola Superior de Educação 2 UIDEF, Instituto de Educação, Universidade de LisboaSaraiva & Neves, 2017       The study of the nature of science (NOS) has been receiving arenewed attention as a major contribution to attain the aim ofscientific and technological literacy for all.(e.g., Lederman, 2007; McComas, 2014)Context Empirical support has been obtained for the effectiveness of anexplicit, reflexive and contextualized approach in enhancingstudents’ understandings of ‘how science works’ and of thecomplex nature of scientific knowledge.(e.g., Abd-El-Khalick, 2012; Lederman et al., 2012) A science methods course, that explicitly focus on a conceptualizedview of metascience and its sound relation to science teaching, is acontext that may contribute to enhance pre-service primaryteachers’ science conceptions.9/4/20172Saraiva & Neves, 2017      Students’ conceptions of science and of science teaching in primary school Relation between students’ conceptions and their preparation in science subjectsScience methods course emphasising the explicit teaching of metascience and its relationship with science teaching.Students’ performanceGeneral diagram Degree in Basic EducationPre-service teacher education Suggestions for the education courseEnhancing students’ conceptionsSaraiva & Neves, 2017      What is the extent to which a teaching context explicitlyfocused on a conceptualized view of metascience and itssound relation to science teaching may contribute to thedevelopment of students’ conceptions of science?Problem9/4/20173Saraiva & Neves, 2017      Theoretical frameworkModel of pedagogic discourse. Sociological characteristics of the pedagogical practice(the what and the how of PD)(Bernstein, 1990, 2000)Sociological groundsEpistemological groundsModel of science construction. Metascientific dimensions (philosophical, psychological, historical, sociological  internal and external)(Ziman, 1984, 2000)Saraiva & Neves, 2017      MethodsMixed methodology(e.g., Creswell & Clark, 2011; Teddlie & Tashakkori, 2009) Case studyParticipants25 pre-service primary teachers (third year) involved in ascience methods course in a Portuguese School of EducationEvolution of participants’ science conceptionsQuestionnaire – 12 items (open and closed)/Model of analysisAnalysis of pedagogical practiceConstruction of analytical instruments9/4/20174Saraiva & Neves, 2017      MethodsQuestionnaire structureGeneral data(e.g., gender, age, academic formation, …)Participants’ science conceptionsA - Conception about scientific knowledge (ScK), taking into account theepistemic values conceptualized by McMullin (1982).B - Conception about metascience, according to Ziman’s theorization.B1- Metascientific dimensions (MScD) involved in the construction ofscientific knowledge B2 to B5 – Characteristics of each metascientificdimension: philosophical – PhiD (B2); psychological – PsyD (B3);internal sociological – ISD (B4); and external sociological – ESD (B5).Saraiva & Neves, 2017      B.2PhiDWhat are the characteristics of the investigative processes leading toscientific knowledge?(a) Check with a circle the statement or statements that can answer to the question.I They are procedures based on theories with great explanatory power on naturalphenomena and events. [rationalist]II They are rigorous observation, measurement and experimentation proceduresassociated with an interpretation of the results. [empiricist]III They are procedures of critical analysis of knowledge, subjecting it to rejectionby any new observation or result. [refutation]IV They are rigorous and controlled procedures of observation andexperimentation designed to obtain data that will allow to describe and explainthe reality. [objectivity]V They are rigorous procedures that follow precise norms to repeatedly. test andvalidate knowledge. [confirmation]VI They are rigorous, imaginative, and critical procedures based on the scientists’ideas and beliefs about he subjects they investigate. [subjectivity](b) Explain the reason (s) of your (s) choice (s).Example – Item B29/4/20175Saraiva & Neves, 2017      PhiDAJStatements checked:II , IV and VI(empiricist,objectivity and subjectivity)SaraThe investigative processes are rigorous and controlledprocedures because only in this way it allows the validationof results. Moreover, they [procedures] must be based in theimagination because only in this way they [scientists] canthink of something based on the observations […] andcritical thinking because only in this way they are able toanalyse former scientific knowledge and to examine otherscientists research.PhiDPAJStatements checked:III and IV(refutation and objectivity)Clara… , because in the case of the first hypothesis, the scientistsrisk, because when they try to discover something important,there can be another point of view and thus overturn thework that was developed by the other. In the case of thesecond answer, I think that the procedures of observationand experimentation will make a great contribution todiscover reality and truth.Example of answers to item B2AJ – Appropriate justification; PAJ - Partially appropriate justificationSaraiva & Neves, 2017      Partial InformedCheck only themythCheck 1INAJCheck 1 PAJ or AJCheck 2 or moreINAJCheck 3 or 4PAJ Check 5 or morePAJCheck 2 PAJ or AJCheck 3 or more AJ Conceptions about science – Model of analysisMethodsNaive LimitedSaraiva, 2016 (adapted) INAJ - inappropriate justificationPAJ- partially appropriate justificationAJ – appropriate justification9/4/20176Saraiva & Neves, 2017      Curricular materials General structureType of activity Intended message PDEach activity is organized inthreetopics:ObjectivesMaterials(students’ worksheets)Description(teacher’ informations/suggestions)Learningactivities(experimental/discussion)Broad conception of MSc(knowledge and skills)Strong relation between metascience (MSc) and science (Sc)(Weak classification)Strong relation between metascience (MSc) and science teaching (ScT)(Weak classification)Strong metascience explicitness (Strong framing)Strong explicitness of MSc – ScTrelation(Strong framing)The WhatThe HowAdditionalreadingsEvaluationactivitiesTeacher guideSaraiva & Neves, 2017      Instruments – Pedagogical practice Instrument – Metascientific dimensions (excerpt)Level 1 Level 2 Level 3 Level 4The teacher does not refer the metascientificdimension.OrThe teacher refers the metascientificdimension in an ambiguous way.… only refers to knowledge of a general nature, …Or… only refers to skills, … … refers to knowledge of a general nature and skills, …Or… only refers to knowledge of a specific nature, … The teacher refers to knowledge of a specific nature and skills, related to the metascientificdimension.Increasing level of conceptualization9/4/20177Saraiva & Neves, 2017      Instruments – Pedagogical practice Increasing degree of relationInstrument – Intradisciplinary relation between MSc-ScT (excerpt)C++ C+ C- C- -The teacher only addresses the metascientificknowledge and/or skills included in the activities.…. ….The teacher addresses, interconnecting them, the relationship between metascientific knowledge and/or skills and knowledge about teaching and learning of the sciences included in the activities.Saraiva & Neves, 2017      Instruments – Pedagogical practice Decreasing degree of explicitnessInstrument – Explicitness of the relationship between MSc-ScT(excerpt)F++ F+ F- F- -The teacher adresses very explicitly the meaning  of metascientific knowledge and/or skills in the teaching / learning of sciences, and/or their importance for the success of learning.….. …..The teacher does not address or does it with confusing / incorrect ideas about the meaning of metascientific knowledge and/or skills in the teaching/learning…..9/4/20178Saraiva & Neves, 2017      Discourse in the classroom – Example (PhiD)LevelMScKExplic.MSc Professor- [Scientific laws] They should have unifying capacity.Student- Capacity what?Clara - Unifying! As in Lavoisier's law.Professor - We saw this in the last class. Lavoisier unified theconcepts of oxidation, rust and respiration, in addition toenunciating the Law of Conservation of Mass.Sofia - Teacher, are there laws usually associated withformulas? [….] For example. Newton's 1st law. I do not know...Professor - The first law and the others that Newton enunciatedcan be expressed with formulas that relate the variables understudy.Rui - All laws related to quantitative problems have formulas.[...]Student - I do not remember any that is not represented ... {byformula}!Professor - Rui is right: in many cases laws ... can berepresented by mathematical expressions. [Lesson 6, UA 71]PhiDLevel4F+PhiDSaraiva & Neves, 2017      Discourse in the classroom – Example (ESD)RelationMSc-ScTExplicit.RelationMSc-ScTProfessor −[...] this debate about science education andabout the scientific learning that children are supposed tocarry out at the level of basic schooling ... is long overdue.... As we saw earlier, [...] we should contribute to theeducation of participatory citizens who have a word to saywhen asked to speak on certain socioscientific issues andto understand the importance of the relations that areestablished between science, technology and society.[Lesson 10, UA 114].C- -(ESD)F+(ESD)9/4/20179Saraiva & Neves, 2017      Results – Modality of pedagogical practiceConceptualization level of metascience – The whatIn the pedagogical practice, the metascientific knowledge of a genericnature or skills related to metascientific dimensions were more present.n111            n45              n40              n73               n44                              n3130%20%40%60%80%100%PhiD HD PsyD ISD ESD TotalL4L3L2L1Saraiva & Neves, 2017      Results – Modality of pedagogical practiceSociological relations – The howCharacteristics studied Curricularmaterials P PracticeThehowRelationbetweendiscoursesIntradisciplinarity MSc-ScT C-C+ C- (PhiD, ESD)Relation professor-studentsDiscursiverules Evaluation criteriaMScExplicitness F+F-F+(PhiD) Explicitness of MSC-ScT relationship F+ F-/F+(PhiD) 9/4/201710Saraiva & Neves, 2017      Results – Participants’ science conceptionsEvolution of the global profiles (tendency)Saraiva, 2016 (adapted)Naive Limited Partial InformedStudents’ profiles (after the science methods course)Students’ profiles (before the science methods course) Decreasing levelGrowing level Saraiva & Neves, 2017      ResultsEvolution of  MSc conceptions0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%afterbeforeafterbeforeafterbeforeafterbeforeCPhD CPDCISD CESDNaive Limited Partial Informed9/4/201711Saraiva & Neves, 2017      Conclusions The teacher education course focused on metascience andon its relation to science teaching and directed to pre-service primary teachers showed to have potential forpromoting a broad conceptualization of science. The pre-service primary teachers’ global profiles ofconceptions about science, showed a differential tendency ofevolution towards the conceptual profiles of greatercomprehensiveness, according to the metascientificdimension under analysis.Saraiva & Neves, 2017       The research raises questions about the importance ofteacher education institutions in promoting the learning of ametascientific component in science education, in order toachieve scientific literacy for all.Conclusions The research points out to some difficulties of the teacher toimplement the message contained in the curricular materials.He moved away from this message with regard to somesociological relations, in particular, the weak relationbetween MSc and ScT and the weak explicitness of the textto be learned.9/4/201712Saraiva & Neves, 2017       The study provides elements for reflection on the inclusionof metascience in pre-service teacher education coursesand in science teaching-learning in primary school contexts. It allows, also, a reasoned reflection on the issue of theacademic preparation of science teachers’ educators. The study gives a methodological contribution to the designand analysis of curricular materials centered onmetascience and on its relation to science teaching, basedon a sound theoretical framework that combinesepistemological and sociological aspects of scienceeducation.Contributions of the studySaraiva & Neves, 2017      References Abd-El-Khalick, F. (2012). Examining the sources for our understandings about science: Enduring conflations andcritical issues in research on nature of science in science education. International Journal of Science Education,34(3), 353–374. Bernstein, B. (1990). Class, codes and control: Vol. IV, The structuring of pedagogic discourse. London: Routledge. Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Revised edition). NovaIorque: Rowman & Littlefield. Creswell, J. W., & Clark, V. L. P. (2011). Designing and conduction mixed methods research (2nd ed.). ThousandOaks, CA: Sage. Lederman, N. G. (2007). Nature of science: Past, present and future. In S. K. Abell & N. Lederman (Eds.),Handbook of Research on Science Education (pp.831-880). Mahwah, NJ: Lawrence Erlbaum.. Lederman, J. S., Lederman, N. G., Kim, B. S., & Ko, E. K. (2012). Teaching and learning of nature of science andscientific inquiry: Building capacity through systematic research-based professional development. In M. S. Khine(Ed.), Advances in nature of science research. Concepts and methodologies (pp. 125-152). Dordrecht: Springer McComas, W. F (2014). Nature of science in the science curriculum and in teacher education programs in theUnited States. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and scienceteaching (pp. 1993-2022). Dordrecht: Springer. Saraiva, L. (2016). Ensino das ciências na formação inicial de professores do 1.º ciclo do ensino básico:Contributos para uma mudança nas conceções sobre ciência e ensino das ciências. Tese de Doutoramento,Instituto de Educação da Universidade de Lisboa. Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative andqualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage. Ziman, J. (1984). An introduction to science studies: The philosophical and social aspects of science andtechnology. Cambridge: Cambridge University Press. Ziman, J. (2000). Real Science: What it is and what it means. Cambridge, UK: Cambridge University Press.9/4/201713Metascience in pre-service primary teacher educationEnhancing teachers’ science conceptionsLeonor Saraiva1,2 & Isabel Pestana Neves2leonor.saraiva@ese.ips.pt; imneves@ie.ulisboa.pt 1Instituto Politécnico de Setúbal, Escola Superior de Educação 2 UIDEF, Instituto de Educação, Universidade de Lisboa

Metascience in pre-service primary teacher education: enhancing teachers’ science conceptions

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Metascience in pre-service primary teacher education: enhancing teachers’ science conceptions

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