Prospective primary teachers’ views on the nature of science

Autores
Amador Rodriguez, Rafael Yecid; Aduriz Bravo, Agustin; Valencia Cobo, Jorge Alberto; Reinoso Tapia, Roberto; Delgado Iglesias, Jaime
Año de publicación
2021
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 37 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more details concerning specific periods and topics of the philosophy of science.
Fil: Amador Rodriguez, Rafael Yecid. Universidad del Norte; Colombia
Fil: Aduriz Bravo, Agustin. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina
Fil: Valencia Cobo, Jorge Alberto. Universidad del Norte; Colombia
Fil: Reinoso Tapia, Roberto. Universidad de Valladolid; España
Fil: Delgado Iglesias, Jaime. Universidad de Valladolid; España
Materia
EPISTEMOLOGICAL PROFILE
EPISTEMOLOGICAL VIEWS
NATURE OF SCIENCE
PHILOSOPHY OF SCIENCE
SCIENCE TEACHERS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/162623
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Prospective primary teachers’ views on the nature of scienceAmador Rodriguez, Rafael YecidAduriz Bravo, AgustinValencia Cobo, Jorge AlbertoReinoso Tapia, RobertoDelgado Iglesias, JaimeEPISTEMOLOGICAL PROFILEEPISTEMOLOGICAL VIEWSNATURE OF SCIENCEPHILOSOPHY OF SCIENCESCIENCE TEACHERShttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 37 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more details concerning specific periods and topics of the philosophy of science.Fil: Amador Rodriguez, Rafael Yecid. Universidad del Norte; ColombiaFil: Aduriz Bravo, Agustin. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; ArgentinaFil: Valencia Cobo, Jorge Alberto. Universidad del Norte; ColombiaFil: Reinoso Tapia, Roberto. Universidad de Valladolid; EspañaFil: Delgado Iglesias, Jaime. Universidad de Valladolid; EspañaOmniaScience2021-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/162623Amador Rodriguez, Rafael Yecid; Aduriz Bravo, Agustin; Valencia Cobo, Jorge Alberto; Reinoso Tapia, Roberto; Delgado Iglesias, Jaime; Prospective primary teachers’ views on the nature of science; OmniaScience; Journal of Technology and Science Education; 11; 2; 8-2021; 403-4182014-53492013-6374CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.jotse.org/index.php/jotse/article/view/1271info:eu-repo/semantics/altIdentifier/doi/10.3926/jotse.1271info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:43:30Zoai:ri.conicet.gov.ar:11336/162623instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:43:30.958CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Prospective primary teachers’ views on the nature of science
title Prospective primary teachers’ views on the nature of science
spellingShingle Prospective primary teachers’ views on the nature of science
Amador Rodriguez, Rafael Yecid
EPISTEMOLOGICAL PROFILE
EPISTEMOLOGICAL VIEWS
NATURE OF SCIENCE
PHILOSOPHY OF SCIENCE
SCIENCE TEACHERS
title_short Prospective primary teachers’ views on the nature of science
title_full Prospective primary teachers’ views on the nature of science
title_fullStr Prospective primary teachers’ views on the nature of science
title_full_unstemmed Prospective primary teachers’ views on the nature of science
title_sort Prospective primary teachers’ views on the nature of science
dc.creator.none.fl_str_mv Amador Rodriguez, Rafael Yecid
Aduriz Bravo, Agustin
Valencia Cobo, Jorge Alberto
Reinoso Tapia, Roberto
Delgado Iglesias, Jaime
author Amador Rodriguez, Rafael Yecid
author_facet Amador Rodriguez, Rafael Yecid
Aduriz Bravo, Agustin
Valencia Cobo, Jorge Alberto
Reinoso Tapia, Roberto
Delgado Iglesias, Jaime
author_role author
author2 Aduriz Bravo, Agustin
Valencia Cobo, Jorge Alberto
Reinoso Tapia, Roberto
Delgado Iglesias, Jaime
author2_role author
author
author
author
dc.subject.none.fl_str_mv EPISTEMOLOGICAL PROFILE
EPISTEMOLOGICAL VIEWS
NATURE OF SCIENCE
PHILOSOPHY OF SCIENCE
SCIENCE TEACHERS
topic EPISTEMOLOGICAL PROFILE
EPISTEMOLOGICAL VIEWS
NATURE OF SCIENCE
PHILOSOPHY OF SCIENCE
SCIENCE TEACHERS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 37 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more details concerning specific periods and topics of the philosophy of science.
Fil: Amador Rodriguez, Rafael Yecid. Universidad del Norte; Colombia
Fil: Aduriz Bravo, Agustin. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina
Fil: Valencia Cobo, Jorge Alberto. Universidad del Norte; Colombia
Fil: Reinoso Tapia, Roberto. Universidad de Valladolid; España
Fil: Delgado Iglesias, Jaime. Universidad de Valladolid; España
description This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 37 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more details concerning specific periods and topics of the philosophy of science.
publishDate 2021
dc.date.none.fl_str_mv 2021-08
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/162623
Amador Rodriguez, Rafael Yecid; Aduriz Bravo, Agustin; Valencia Cobo, Jorge Alberto; Reinoso Tapia, Roberto; Delgado Iglesias, Jaime; Prospective primary teachers’ views on the nature of science; OmniaScience; Journal of Technology and Science Education; 11; 2; 8-2021; 403-418
2014-5349
2013-6374
CONICET Digital
CONICET
url http://hdl.handle.net/11336/162623
identifier_str_mv Amador Rodriguez, Rafael Yecid; Aduriz Bravo, Agustin; Valencia Cobo, Jorge Alberto; Reinoso Tapia, Roberto; Delgado Iglesias, Jaime; Prospective primary teachers’ views on the nature of science; OmniaScience; Journal of Technology and Science Education; 11; 2; 8-2021; 403-418
2014-5349
2013-6374
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.jotse.org/index.php/jotse/article/view/1271
info:eu-repo/semantics/altIdentifier/doi/10.3926/jotse.1271
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv OmniaScience
publisher.none.fl_str_mv OmniaScience
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.13397

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