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Cognitive maps from interviews as a procedure to analyse science teachers ’ conceptions of the nature of science.
| Content Provider | CiteSeerX |
|---|---|
| Author | Cañas, A. J. Novak, J. D. González, F. M. Bermejo, Maria Luisa González, Teodoro Mellado, Vicente |
| Abstract | Abstract: In this paper we describe the use of cognitive maps from interviews as analytical procedures of a secondary preservice science teacher’s conceptions of the nature of science. The philosophy of science has for many years been absent both from science curricula and from science teacher education (Mellado, 1998b). One of the causes of the failure of many science teaching courses and programs lies in the ambiguity of their philosophical standpoints, which generally leads to implicit assumption of immature and uncontrolled conceptions about the nature of science. From a constructivist perspective (Hewson & Hewson, 1989), the study of science teachers ' conceptions thus gains a particular importance as a first step to generating more suitable conceptions and practices in the teachers themselves. Lederman and O'Malley (1990) argue for qualitative research methods and consider that questionnaires give oversimplified results which do not correspond to the richer orientations manifest in interviews. We used cognitive maps in an investigation of a secondary preservice science teachers at the end of their education at the University of Extremadura (Spain) during the 1992-93 academic year (Mellado, 1996, 1997, 1998). En this paper we describe the use of cognitive maps from interviews as analytical procedures of a preservice science teacher’s conceptions. The preservice teacher analysed, who we shall call David, is a Physics graduate who was doing a brief postgraduate pedagogical course dealing with psychopedagogy and |
| File Format | |
| Access Restriction | Open |
| Subject Keyword | Procedure Analyse Science Teacher Conception Cognitive Map Interview Nature Science Cognitive Map Analytical Procedure Preservice Teacher Uncontrolled Conception 1992-93 Academic Year Philosophical Standpoint Hewson Hewson Secondary Preservice Science Teacher Conception Qualitative Research Method Many Year Preservice Science Teacher Conception Science Teacher Education Brief Postgraduate Pedagogical Course Physic Graduate Suitable Conception Science Curriculum Secondary Preservice Science Teacher Constructivist Perspective Particular Importance Many Science Teaching Course First Step Science Teacher |
| Content Type | Text |
| Resource Type | Article |
