Aprender a enseñar ciencias: análisis de una propuesta para la formación inicial del profesorado de secundaria, basada en la metacognición

Abstract

This research was carried out with a small group of students attending the Science Teaching Course (1999 - 2000), issued by the Departament de Didàctica de la Matemàtica i les Ciéncies Experimentals of the Autonoma University of Barcelona, in the frame of the Pedagogical Aptitude Course (CAP) model. Throughout this proposal, preservice teachers learn a new constructivist science teaching model, different from that model they know by their experience as pupils. Reaching this goal imply to enhance the student's metacognition through the social interaction and the strategies of formative evaluation. In this work, we will refer to modelling as the construction of new meanings on science, teaching, learning and evaluation and the new relations among them, as the student takes possesion of the proposed model. One of the objectives of this work, is to analyze the social interaction influence on the modelling, taking into account two different contexts: collaborative group work and the interaction between the student and her teacher tutor. Other objective is to analyze the evolution of the science teaching model in three students. It deals about a qualitative, longitudinal and case study research, in which not only the collaborative group work but also three of the participant students, are considered as cases. The information was compiled through video recordings of the class sessions during the science teaching course, students' interviews at the beginning and at the end of the course, interviews before and after the students' practices at the Secondary School, interviews of memory stimulation, two diaries and a final report. The information was transcripted word by word and selected the relevant data. With regard to the analysis of the social interaction, the Thematic Clustering Graph a tool designed by linguists was used, to visualize how the modelling process takes place. In the individual case studies, we have used radial and linear graphics, that allow us to contrast what the student said about the science teaching, how did she performace and what she learned during the course including practices. The results show that the social interaction promotes the metacognition and as a consequence, facilitates the modelling. In the conclusions, the variables that favor/obstacle that students behave metacognitively are included and the advantages of the methodology used for the analysis are also highlighted. Finally, the recommendations focus on the necessity to study the teacher tutor's and the science educator's role in the preservice training of their students.

Date of Award	11 Mar 2002
Original language	Undefined/Unknown
Supervisor	Maria Pilar Garcia Rovira (Director)