Abstract
The purpose of this case study was to evaluate the changes in opinion of a group of future teachers on the danger of mobile telephones. The opinions were determined before and after epistemological work and role-playing in a form of a legal suit. This activity was part of pre-service teachers’ initial training in a one-week module dedicated to prepare them to lead debates on controversial scientific issues. The fifteen participants were future physical science and biology teachers. A comparison of pre- and post-test evaluations revealed that these pre-service teachers were less sure of the risk involved in using mobile telephones following the activity and that the role-playing affected their epistemological interpretation of the research results.
Keywords
- Mobile Phone
- Future Teacher
- Mobile Telephone
- Biology Teacher
- Mobile Phone User
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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Albe, V., Simonneaux, L. (2005). Epistemological Thought and Role-Playing: Impact on Pre-Service Teachers’ Opinions on Mobile Phone Risks. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_15
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DOI: https://doi.org/10.1007/1-4020-3673-6_15
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