Acquisition of scientific and pedagogical competency by Quebec elementary pre-service teachers

ABDELJALIL MÉTIOUI

Abstract

The present qualitative study, shows the results of an experiment led with pre-service primary teachers from Quebec in Canada. The experiment, which lasted four months at the rate of three hours per week, took place in two phases. The first phase consisted of 4 steps to help student teachers acquire knowledge competency in science and in pedagogy, in accordance with the curriculum. In the second phase, the prospective teachers had to prepare two teaching sequences centered on laboratory experiments for their future learners. To achieve this goal, they had to follow an approach like the one experienced in the first phase. Finally, they had to complete a questionnaire to specify scientific and pedagogical difficulties they encountered. The analysis of the constructed sequences and of the data of the questionnaire show an important effort on their part, despite the scientific and pedagogical difficulties with which they were confronted.

Keywords

Prospective teachers, elementary school, pedagogical competency, scientific competency, science and technology

Full Text:

PDF

References

Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of History of Science courses on students' views of Nature of Science. Journal of Research in Science Teaching, 37(10), 1057-1095.

Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1-25.

Bachelard, G. (1968). The philosophy of no: a philosophy of the new scientific mind. New York: Viking Press.

Bachelard, G. (1981). La formation de l’esprit scientifique. Paris: Vrin.

Bahcivan, E., & Kapucu, S. (2014). Turkish preservice elementary science teachers’ conceptions of learning science and science teaching efficacy beliefs: is there a relationship? International Journal of Environmental Science Education, 9(4), 429-442.

Bandura, A., & Edwin, A.-L. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99.

Criado, A.-M., & Garcia-Carmona, A. (2010). Prospective teachers’ difficulties in interpreting elementary phenomena of electrostatic interactions: indicators of the status of their intuitive ideas. International Journal of Science Education, 32(6), 769-805.

Carpignano, R., & Cerrato, G. (2012). Science teaching in the primary school: a comparison between “good practices” carried out in Italy and in France. Abstracts of papers of the 11th European Conference on Research in Chemical Education (ECRICE), PS2.PO136, 496.

Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11, 481-490.

Gheith, E., & Aljabri, N.-M. (2017). The conceptions of pre-service kindergarten and elementary school teachers on teaching science and the Nature of Science. Advanced in Social Sciences Research Journal, 4, 1-19.

Häkkinen, P., & Lundell, J. (2012). Motivating classroom teachers into hands on science experiments in primary school science education. Abstracts of papers of the 11th European Conference on Research in Chemical Education (ECRICE), PS2.PO136, 496.

Heywood, D. (2005). Primary teachers’ learning and teaching about light: some pedagogic implications for initial teacher training. International Journal of Science Education, 27(12), 1447-1475.

Kahn, S., & Zeidler, D.-L. (2017). A case for the use of conceptual analysis in science education research. Journal of Research in Science Teaching, 54(4), 538-551.

MELS (2002). Retrieved from http://www1.mels.gouv.qc.ca/sections/programmeFormation/ pdf/prform2001.pdf.

Métioui, A., & Trudel, L. (2007). Analyse critique des expériences proposées dans les manuels destinés aux jeunes de 8 à 12 ans : magnétisme, électrostatique et circuits électriques. In IOSTE International Meeting (Ed.), Critical Analysis of School Science Textbooks (pp. 764-778). Hammamet, Tunisia: IOSTE.

Métioui, A., & Trudel, L. (2012). The model of the rectilinear propagation of light and the study of the variation of the size of a shadow. US-China Education Review, 2(9), 173-186.

Métioui, A., & Trudel, L. (2013). Conception of Quebec students in teacher education regarding the construction modes of science knowledge. American Journal of Educational Research, 1(8), 319-326.

Métioui, A., & Trudel, L. (2014). Conceptual analysis of Quebec primary school programs in Canada: science and technology. Journal of Teaching and Education, 3(2), 439-446.

Métioui. A., Trudel, L., & Baulu MacWillie, M. (2015). Preservice primary teachers’ representations after teaching of the elementary electrostatic phenomena. Science & Technologies, 5(3), 115-120.

Narjaikaew, P. (2013). Alternative conceptions of primary school teachers of science about force and motion. Procedia Social and Behavioral Sciences, 88, 250-257.

Seimears, C.-M., Graves, E., Schroyer, M.-G., & Staver, J. (2012). How constructivist-based teaching influences students learning science. The Educational Forum, 76, 265-271.

Sothayapetch, P., Lavonen, J., & Junti, K. (2013). Primary school teachers’ interviews regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK). European Journal of Science and Mathematics Education, 1(2), 84-105.

Trudel, L., & Métioui, A. (2011). Diagnostic of attitudes towards science held by pre-service future science teachers. The International Journal of Science in Society, 2(4), 63-83.

Van Aalderen-Smeets, S. I., Walma van Der Molen, J. H. & Lieke, A. J. F. (2012). Primary teachers’ attitudes toward science: a new theoretical framework. Science Education, 96, 158-182.

Varma, T., Volkmann, M., & Hanuscin, D. (2009). Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: influence of an elementary science education methods course and a science field experience. Journal of Elementary Science Education, 21, 1-22.

Webb, P. (1992). Primary science teachers’ understanding of electric current. International Journal of Science Education, 14(4), 423-429.


DOI: https://doi.org/10.26220/rev.2843

View Counter: Abstract | 369 | times, and PDF | 140 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras