Effect of a training course to teach science through model-based inquiry on prospective teachers' didactic conceptions

Abstract

Progress in research on science education contrasts with limited discussion of specific evaluation methods of initial training courses’ effectiveness. In this paper we evaluate an Initial Primary teachers training course through Model-Based Inquiry and its effect on prospective teachers’ conceptions about learning, teaching and reductionism of science education content. For this evaluation students were asked to indicate what contents they would teach about the Sun-Earth movements, how much time they would spend, and their degree of readiness to teach these contents, at the beginning and the end of the training proposal. Results show the training course effect on promoting the teachers' thoughts questioning and a progression towards: more constructivist views and teaching approaches focused on engaging students in scientific questions, hypothesis formulation and conclusions based on evidence.