The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science |
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| Authors: | Vicente Mellado María Luisa Bermejo Lorenzo J Blanco Constantino Ruiz |
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| Institution: | (1) Department Science and Mathematics of Education Faculty of Education, University of Extremadura, 06071 Badajoz, Spain;(2) Department Psychology and Sociology of Education Faculty of Education, University of Extremadura, 06071 Badajoz, Spain |
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| Abstract: | We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. |
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| Keywords: | classroom behaviour conceptions secondary prospective science teacher |
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