Strand 13 Pre-service science teacher education

PEDAGOGICAL AND SCIENTIFIC BELIEFS OF FUTURE

PRIMARY SCHOOL TEACHERS AND UNIVERSITY
SCIENCE EDUCATION AND SCIENCE LECTURERS
Alicia Benarroch, Javier Carrillo-Rosa,, Ricardo Casas, Alicia Fernndez-Oliveras,
Mara Carmen Romero, and Jos Miguel Vlchez-Gonzlez
Departamento de Didctica de las Ciencias Experimentales, University of Granada
Instituto Andaluz de Ciencias de la Tierra, CSIC- University of Granada

Abstract: This study presents an analysis of the reflections of three university science
lecturers (AXL, MYA and PAB) taking part in a training process at the University
Corporation of Bogot (Colombia), designated Supervisin. The basic aim of the supervision
process, agreed beforehand with faculty, consisted of accompanying the lecturer (teacher)
throughout an educational innovation consisting of designing argumentation activities in the
context of their university teachings, to promote and achieve better quality participation from
the students, designated argumentative participations. The intention was to steer the various
faculty teaching models towards more interactive and student-focused models, designed to
favour their knowledge building. After completing the supervision process, three final
reflexive activities were requested, identified as public presentation, self-reporting and
individual interview, which were the sources of the reflective codes in this study.
Keywords: pedagogical beliefs, image of science, teacher trainers

INTRODUCTION
The beliefs of future teachers embarking on their science education studies tend to be in line
with the traditional teaching model, with the subsequent gradual incorporation of
constructivist models, without the latter replacing the former (Martn del Pozo, Porln &
Rivero, 2011). Teachers beliefs are psychological constructs widely acknowledged in
Educational Professional Development. They are framed within the mediational paradigm of
teacher thinking, where the teacher's behaviour is guided by a private and implicit personal
system of beliefs which act as non-rational mediators of their teaching planning. For science
teachers, the important beliefs concern: i) Image of Science, ii) Learning of Science and iii)
Science Teaching; the three categories that form the vertices of the didactic triangle. Table 1
synthesises the main ideas associated with the cited models.
Our aim in this work is twofold:
a) To examine the beliefs held by future primary school teachers (group 1; N = 60) at the
onset of their science education course.
b) To compare said beliefs with those of university lecturers in science education (group 2; N
= 33) and sciences (group 3; N = 98).
As a starting point, it is assumed that the beliefs of prospective teachers are closer to those of
science lecturers than to lecturers in science education.

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Table 1. Teaching models and main associated beliefs.

Traditional Model Constructivist Model

Nature of Science Science absolute and true Science is paradigmatic, i.e.
contextualized and subject to prior
knowledge, techniques and structures.
Learning of Cognitive structure as an Full cognitive structure. Learning by
Science "empty box". Learning reconstruction, through physical,
by listening and vicarious and symbolic interactions.
repeating.
Science Teaching Teacher explains and Students solve problems (from their daily
students perform life, socio-scientific) through research
activities methodology, whereby they perform,
think about and regulate their own
learning and work in interaction with
their peers, discussing and sharing ideas.

METHOD
We reviewed several instruments: the Inventory of Educational and Scientific Beliefs,
INPECIP (Porln, 1989), the Professional and Pedagogical Experience Repertoire (Loughran,
Mulhall & Berry, 2004) and others (Martnez et al., 2001; Marn & Benarroch, 2009; 2010;
Benarroch & Marn, 2011). Finally, INPECIP was chosen for its brevity and its widespread
application.
The questionnaire versions used (in Spanish) may be found at:
http://goo.gl/forms/YAsWyJtwHB, for future teachers;
http://goo.gl/forms/1RbBvlVDQ9, for university lecturers in science teaching; and
http://goo.gl/forms/qxT7izBWNh, for university science lecturers.
INPECIP (Table 2) consists of 51 Likert-type statements with 5 response options (1 =
strongly disagree; 5 = strongly agree).

Table 2. INPECIP questionnaire structure.

Nature of Science
Learning of Science
Science Teaching
Total
*items corresponding to the traditional model
N Statements Statements
14 55, 51, 47*, 44*, 42*, 40*, 39, 38, 28,
23, 22*, 21*, 11, 4*
14 54, 50, 48*, 46*, 41*, 35*, 33, 32,
27*, 24*, 19*, 14, 8, 5
23 56, 52, 49, 45, 43*, 37*, 36*, 34*,
31*, 30, 26, 25, 20*, 17*, 16, 15, 13,
10, 9*, 7*, 6*, 2*, 1
51

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The survey was carried out in March 2014 with future teachers who were taking a course at
the University of Granada to further their studies from 180 to 240 credits. Teacher
collaboration, extended to the whole of Spain, was achieved by means of an anonymous
questionnaire, inviting them to take part in the research by e-mail in the first semester of
academic year 2014-2015.
We analysed the answers provided by a total of 60 students on a Degree course in Primary
Education, 33 Science Education lecturers, without any experience in the INPECIP test, and
98 university Science lecturers. Table 3 synthesises some features of the samples.

Table 3. Sample characteristics.

Sample N Characteristics
Group 1 Primary 60 66% are female and 33% are male.
School 15% had studied Science Education during their previous
Teachers in degree course.
Training 70% had no teaching experience.
23% had less than 5 years of teaching experience.
5% had between 5-10 years of teaching experience.
2% had more than 20 years of teaching experience.
Group 2 University 33 66% are female and 33% are male.
Lecturers in 58% had never heard of the INPECIP test.
Science 42% knew about its existence, but had not worked with it.
Education
Group 3 University 98 32% are female and 68% are male.
Lecturers in Include almost all the main knowledge areas:
Science Area Number of participants Percentage
Geology 40 40.8%
Chemistry 19 19.4%
Physics 14 14.3%
Pharmacy 11 11.2%
Biology 3 3.1%
Engineering 3 3.1%
Others 8 8.2%
55% had less than 18 years of teaching experience.
43% had between 18-24 years of teaching experience.
2% had more than 24 years of teaching experience.

RESULTS
First of all, we calculated the basic statistical parameters of each item in every category. We
transformed the results corresponding to the variables associated with the less constructivist
sentences, as follows: 1 is transformed into 5, 2 is transformed into 4, 3 remains
unchanged, and so on. After this transformation, a high score indicated, in all items, a more
constructivist trend.

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Our first objective is to calculate the global indexes that provide information on the thinking
of the different groups of participants, for every category (Table 4).
As these variables are not normally distributed (confirmed using both Anderson-Darling and
Kolmogorov-Smirnoff tests), we employed a non-parametric Mann-Whitney test (Table 5).
Table 4. Mean results by category and group.

Estimated error Standard

Mean Variance Min. Q1 Median Q3 Max.
of the mean deviation
Group 1 3.07 0.03 0.24 0.06 2.50 2.93 3.00 3.21 3.57
Image of
Group 2 3.83 0.10 0.60 0.36 2.86 3.32 3.71 4.25 5.00
Science
Group 3 3.05 0.03 0.27 0.08 2.07 2.86 3.00 3.21 3.86

Learning Group 1 3.52 0.05 0.36 0.13 2.86 3.24 3.43 3.71 4.42
of Group 2 4.02 0.09 0.54 0.29 3.00 3.61 4.14 4.43 4.79
Science Group 3 3.27 0.04 0.38 0.14 2.50 3.00 3.21 3.50 4.57
Group 1 3.09 0.02 0.18 0.03 2.52 3.00 3.09 3.22 3.52
Science
Group 2 3.48 0.07 0.40 0.16 2.74 3.22 3.48 3.76 4.43
Teaching
Group 3 2.94 0.02 0.23 0.05 2.48 2.82 2.91 3.09 3.52

In each category, Science Education lecturers are more constructivist than both their
students and their colleagues from Science departments. In the Learning of Science and
Science Teaching categories, students are shown to be somewhat more constructivist than
university science lecturers, but less so than lecturers in science education.

Table 5. Study of significant differences between groups.

Difference of Mann-Whitney Are there significant

means test (p-value) differences?
Groups 1-2 -0.760 0.00 Yes
Image of
Groups 2-3 0.781 0.00 Yes
Science
Groups 1-3 0.022 0.50 No
Groups 1-2 -0.504 0.00 Yes
Learning of
Groups 2-3 0.753 0.00 Yes
Science
Groups 1-3 0.249 0.00 Yes
Groups 1-2 -0.388 0.00 Yes
Science
Groups 2-3 0.540 0.00 Yes
Teaching
Groups 1-3 0.152 0.00 Yes

Results show statistically significant differences between all pairs of groups (p<0.001), except
in the case of the Image of Science category of groups 1 and 3 (p=0.5).

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DISCUSSION AND CONCLUSIONS

The results show some coherence between Image of Science, Learning of Science and
Science Teaching among each population group. Thus, university lecturers in science
teaching are shown to be the most constructivist in the three categories, with university
science lecturers the least. The data obtained are consistent with those of other studies (Martn
del Pozo, Porln & Rivero, 2011) in terms of the tenuous alignment of the beliefs of future
primary teachers with the constructivist models of science teaching. It does not seem
paradoxical that prospective teachers beliefs are closer to those of university science teachers
than to those of science education lecturers, as the former will have been the main trainers of
secondary teachers who, in turn, have taught science to pupils prior to their admission to
university. Moreover, pupils will probably have had less contact with science education
faculties, or none at all to date.
It is striking that, overall, members of the university faculty of sciences turn out to be more
traditional, not only in terms of teaching and learning, but also in the Image of Science
category (they themselves are creators of science), where a significant difference is found
with science education lecturers, although not with students.
In any case, these ideas are far removed from the most advanced proposals on science and its
teaching-learning, so channels must be found that facilitate communication and understanding
among the different stakeholders responsible for the beliefs of future teachers. To quote
Claessens (2007, p.2), It is perhaps scientists who should be the first to speak out and show
the way.
ACKNOWLEDGEMENTS
Work funded by III Contract-Programme between the Scientific Policy and Research
Department of U. of Granada and the Collective Research Group, Faculty of Education and
Humanities, Melilla Campus. Project: Pedagogical - Didactic Training of University Science
Faculty.
The authors also would like to express their appreciation to all the participants of their study.
REFERENCES
Benarroch, A. & Marn, N. (2011). Relaciones entre creencias sobre enseanza, aprendizaje y
conocimiento de ciencias. Enseanza de las Ciencias, 29 (2), 289-304.
Claessens, M. (2007). El eslabn perdido. Research*EU, nmero especial, p.2.
Loughran, J., Mullhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in
science: Developing ways of articulating and documenting professional practice.
Journal of Research in Science Teaching, 41 (4), 370391.
Marn, N. & Benarroch, A. (2009). Desarrollo, validacin y evaluacin de un cuestionario de
opciones mltiples para identificar y caracterizar las visiones sobre la naturaleza
de la ciencia de profesores en formacin. Enseanza de las Ciencias, 27 (1), 89-
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Marn, N. & Benarroch, A. (2010). Cuestionario de opciones mltiples para evaluar creencias
sobre el aprendizaje de las ciencias. Enseanza de las Ciencias, 28 (2), 245260.
Martn del Pozo, R., Porln, R., & Rivero, A. (2011). The progression of prospective
teachers conceptions of school science content. Journal of Science Teacher
Education, 22 (4), 291-312.
Martnez, M.M., Martn del Pozo, R., Rodrigo, M., Varela, P., Fernndez, P. & Guerrero, A.
(2001). Qu pensamiento profesional y curricular tienen los futuros profesores de
ciencias de Secundaria? Enseanza de las Ciencias, 19 (1), 67-87.

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Porln, R. (1989). Teora del conocimiento, teora de la enseanza y desarrollo profesional.

Las concepciones epistemolgicas de los profesores. Tesis Doctoral indita.
Universidad de Sevilla.

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Strand 13
Pre-service science teacher education

Co-editors: Maria Evagorou & Marisa Michelini

Strand 13 Pre-service science teacher education

CONTENTS

Chapter Title & Authors Page

227 Introduction to Strand 13 1922

Maria Evagorou & Marisa Michelini

228 Empirical validation of a competency model for science teaching 1923

Markus Wilhelm, Christian Vollmer, Benjamin Tempel,
Markus Rehm, Katrin Blsterli & Dorothee Brovelli

229 Conventional and digital microscopy Developing cell conceptual 1931

competences using the example of human biology
Lissy Jkel, in cooperation with Julia Berg, Anamarija Penzes

230 Articulation of evaluation criteria for improvement pre-service 1943

teachers argument skills
Tomokazu Yamamoto, Etsuji Yamaguchi, Mayumi Naramoto,
Keita Muratsu & Shigenori Inagaki

231 Pre-service primary teachers beliefs of teaching science with 1949

simulations
Antti Lehtinen, Pasi Nieminen & Jouni Viiri

232 Pre-service primary teachers' understanding of fermentation: The 1960

lab-brewed beer project
Arantza Rico, Joserra Dez & Oihana Barrutia

233 Construction by teachers in training of a model animal 1972

- adaptation/energy needs -
Susana Garca-Barros, Mara Jess Fuentes-Silveira,
Juan Carlos Rivadulla-Lpez & Cristina Martnez-Losada

234 How the scientific and pedagogical approaches to energy teachers in 1979
training evolve
Cristina Martnez-Losada, Mara Jess Fuentes-Silveira,
Juan Carlos Rivadulla-Lpez & Susana Garca-Barros
Strand 13 Pre-service science teacher education

Chapter Title & Authors Page

235 Pedagogical and scientific beliefs of future primary school teachers 1988
and university science education and science lecturers
Alicia Benarroch, Javier Carrillo-Rosa, Ricardo Casas,
Alicia Fernndez-Oliveras, Mara Carmen Romero &
Jos Miguel Vlchez-Gonzlez

236 Experimental microcomputer-based activities developed and 1994

implemented by pre-service primary teachers
Dimitris Stavrou & Vasilis Savvorginakis

237 Exploring student teachers` knowledge concerning diagnostics in 2002

science lessons
Yannik Tolsdorf & Silvija Markic

238 Epistemology as an aid in metacognitive exercises in order to teach 2010

didactics of physics for future teachers
Olga L. Castiblanco A. & Roberto Nardi

239 Inquiry-based teaching and learning of nature of science in primary 2018

teacher education
Matti Visnen & Anssi Lindell

240 Establishing school university partnerships to teach science - Does 2029

what worked for us work for you?
Kenny, J., Hobbs, L., Speldewinde, C., Jones, M., Campbell, C.,
Gilbert, A., Chittleborough, G., Herbert, S. & Redman, C.

241 Empowering STEM teachers: Development of a multidisciplinary 2041

pedagogical STEM course
Heleen Bossuyt & Nele Vandamme

242 Science lesson study activity in a pre-service teacher training course 2050
Hayashi Nakayama & Tomokazu Yamamoto

243 Developing preservice teachers practical science teaching skills 2057

through lesson study
Koichi Furuya

244 The consistency between preservice teachers epistemological 2066

beliefs and instructional strategies
Nurcan Cansiz & Mustafa Cansiz
Strand 13 Pre-service science teacher education

Chapter Title & Authors Page

245 Successful university-school partnerships - An interpretive 2073

framework
Linda Hobbs, Mellita Jones, John Kenny, Coral Campbell,
Gail Chittleborough, Sandra Herbert, Andrew Gilbert &
Christine Redman

246 Designing a course for enhancing teachers understanding of 2085

inquiry-based teaching and learning
Marios Papaevripidou, Maria Irakleous & Zacharias Zacharia

247 Investigating the relation between declarative and procedural pre- 2093
service chemistry teachers knowledge about analogies
Nilmara Braga Mozzer, Thais Mara Anastcio Oliveira &
Rosria Justi

248 What do pre-service teachers remember about the concept of 2103

density?
G. Martnez Borreguero, F. L. Naranjo Correa, F. Caada,
D. Gonzlez-Gmez & J. Snchez-Martn

249 Science teachers instructional explanation construction at different 2109

stages of teacher education
Valeria M. Cabello

250 Pre-service science teachers understanding and attitudes to inquiry 2116

Leeanne P. Hinch, Eilish McLoughlin, Paul Van Kampen &
Odilla E. Finlayson

251 Knowledge base enlargement of a pre-service chemistry teacher in 2126

the context of a Brazilian initial training program
Keysy S. C. Nogueira, Elaine P. Cintra & Carmen Fernandez

252 Measurement invariance as a validity argument of a physics 2135

teaching efficacy questionnaire
Claudia Meinhardt, Olaf Krey & Thorid Rabe

253 Media as a teaching resource in biology classes: undergraduates 2141

experiences
Mariana Tambellini Fausino & Rosana Louro Ferreira Silva
Strand 13 Pre-service science teacher education

Chapter Title & Authors Page

254 Effects of a supervised internship on preservice science teachers 2147

self-efficacy beliefs
Janina Pawelzik, Maria Todorova, Miriam Leuchter &
Kornelia Mller

255 Pre-service biology teachers competence to use basic principles of 2157

inquiry in the design of laboratory tasks
Jan Petr

256 Using CoRes for capturing pedagogical content knowledge of redox 2163
reactions
Luciane Fernandes Goes & Carmen Fernandez

257 Language and science experience narratives of pre-service primary 2174

teachers learning to teach science in multilingual contexts
Mariona Espinet, Laura Valds-Sanchez & Maria Isabel Hernndez

258 Integrated science education of primary and middle school teachers 2181
at university
Anja Goehring

259 Teaching abilities of prospective teachers at the beginning of the 2188

practical phase of teacher education
Anna Windt, Anna Hasenkamp, Sarah Rau, Gerlinde Lenske &
Stefan Rumann

260 Pre-service science teachers knowledge, attitudes and ethical 2196

approaches regarding biotechnology
Huseyin Ates & Jale akirolu

261 Domain-specific teachers competencies (FALKO) sub-project 2208

physics
Anja Schoedl & Anja Goehring

262 Pre-service teachers perceptions about modelling: First steps 2216

towards a reflective participation in scientific practices
Anna Garrido & Digna Couso

263 Motivation for choosing physics teacher education An instrument 2228

adaptation study
Olaf Krey & Thorid Rabe
Strand 13 Pre-service science teacher education

Chapter Title & Authors Page

264 Professionalization through practical training application of PCK 2236

within a physics student lab
Susan Fried, Florian Treisch & Thomas Trefzger

265 Hands-on experiments in the practicum: Critical issues for initial 2246
teacher education
Andr Rodrigues, Juliano Camillo & Cristiano Mattos

266 Contributions of a program of teaching training for the PCK 2252

Pablo Micael Arajo Castro & Srgio Henrique Leal

267 Modeling in elementary school pre-service teacher education: The 2260

influence of teaching scenarios
Digna Couso & Anna Garrido

268 Promoting pre-service teachers professional vision of instructional 2271

support in elementary science classes
Cornelia Sunder, Maria Todorova & Kornelia Mller