Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science
- Cite this article as:
- Mellado, V. Science & Education (1997) 6: 331. doi:10.1023/A:1008674102380
- 418 Downloads
The present article describes research carried out in Badajoz (Spain) with student teachers of Primary and Secondary science education. The preservice teachers‘ conceptions of the nature of science were analyzeda and compared with their classroom practice when teaching a science lesson. The results indicated that there was no correspondence between the conceptions of the nature of science and the classroom practice. The implications of the research for science teacher education are dealt with.