Knowledge of students and teachers from Cuba and Portugal about solutions and changes of state
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n2p394Keywords:
Conceptual change teaching, previous ideas, solutions and physical state change, professional teaching knowledgeAbstract
The project Ensino Experimental e Interdisciplinar de Ciências (ENEICEP) was developed in Cuba and Portugal aiming to promote practical, experimental and interdisciplinary science teaching. Affiliated to a Conceptual Change model, the teaching sequence initiates with a moment of identification of students’ ideas, the proposed activities aiming to give opportunities for the students to explore their ideas and evaluate their strength. With this objective a questionnaire has been developed and applied to 5th grade students of Cuban and Portuguese schools included in the project. With the perspective of comparing the student results with other intervenient in the educational process, the questionnaire was also applied to teachers in this grade level and to groups of student-teachers in Schools of Education in both countries. The results of this study reveal that students of both countries don’t show significant differences and show a similar panorama of previous ideas. Also, it makes evident that teachers and future teachers are strongly identical to students in the response to the items of the questionnaire, revealing similar patrons of previous ideas and that training specifically for science teaching hasn’t contributed to a different panorama. Research data allows claiming the need for strengthening the “pedagogical content knowledge” dimension in teacher training, as well as the need of training activities aiming at conceptual change focused on the difficulties the students manifest concretely on the curricular topics.References
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