The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science

  • Vicente Mellado
  • María Luisa Bermejo
  • Lorenzo J. Blanco
  • Constantino Ruiz
Article

DOI: 10.1007/s10763-007-9081-z

Cite this article as:
Mellado, V., Bermejo, M.L., Blanco, L.J. et al. Int J of Sci and Math Educ (2008) 6: 37. doi:10.1007/s10763-007-9081-z

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.

Key words

classroom behaviourconceptionssecondary prospective science teacher

Copyright information

© National Science Council, Taiwan 2007

Authors and Affiliations

  • Vicente Mellado
    • 1
  • María Luisa Bermejo
    • 2
  • Lorenzo J. Blanco
    • 1
  • Constantino Ruiz
    • 1
  1. 1.Department Science and Mathematics of Education Faculty of EducationUniversity of ExtremaduraBadajozSpain
  2. 2.Department Psychology and Sociology of Education Faculty of EducationUniversity of ExtremaduraBadajozSpain