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Journal of Science Teacher Education

, Volume 15, Issue 1, pp 39–62 | Cite as

The Conceptions of In-service and Prospective Primary School Teachers About the Teaching and Learning of Science

  • Raphael Porlán
  • Rosa Martín del Pozo
Article

Abstract

A study was performed to describe and analyze the conceptions about teaching and learning science held by different samples of teachers in Spain. The responses of 265 teachers (107 prospective teachers and 158 active teachers) to items from the Inventory of Scientific and Pedagogical Beliefs (Porlán, 1989) were subjected to multifactorial analysis. The results showed various tendencies in how the teaching/learning process is viewed, ranging from a predominant view based on the transmission-reception of knowledge to a minority constructivist view. There was a greater diversity of viewpoints among the in-service teachers than among the prospective teachers. In both samples, the most representative tendency was learning as appropriation of meanings, followed by a technical view of teaching among the prospective teachers and a more traditional view among the in-service teachers. Finally, some implications for teacher education are discussed.

Keywords

Primary School Teacher Education School Teacher Prospective Teacher Learning Science 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  • Raphael Porlán
    • 1
  • Rosa Martín del Pozo
    • 2
  1. 1.Department of Science EducationUniversidad de SevillaSevilleSpain
  2. 2.Department of Science EducationUniversidad Complutense MadridMadridSpain

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