Understanding the nature of science and technology: An innovative experience for teachers’ initial training

Abstract

This study addresses the initial training of science teachers on the innovative science issues about the nature of science and technology topics, that is to say, the topics about how science and technology (S&T) validate their knowledge and practices, and how they work in today's world. A case analysis of a high school science teacher in his initial training performing some explicit, reflective, pedagogical content knowledge-based learning activities about decision making on scientific research is presented. The effects of training on teacher’s beliefs are evaluated through a quasi-experimental methodology that applies a standardized assessment instrument in a pre-post design. The results show the specific aspects where the teacher got highest improvement in his understanding of the nature of science and technology; further, his personal reflections and qualitative justifications about responses and changes are also analyzed. Finally, the feasibility and the generalizability of the proposed model of initial training for science teachers are discussed.