How do pre-service teachers address a fieldwork activity?
The aim of this work is to find out how a group of primary preservice teachers face the problems that arise when they carry out a field trip within university gardens. The activity proposed not only consisted of identifying specimens of trees and bushes but also of identifying the problems they find...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2020-12-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2203 |
| _version_ | 1818562711056809984 |
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| author | María José Sáez Bondía Ángel Luis Cortés Gracia |
| author_facet | María José Sáez Bondía Ángel Luis Cortés Gracia |
| author_sort | María José Sáez Bondía |
| collection | DOAJ |
| description | The aim of this work is to find out how a group of primary preservice teachers face the problems that arise when they carry out a field trip within university gardens. The activity proposed not only consisted of identifying specimens of trees and bushes but also of identifying the problems they find as a means to reflect on their future teaching work. In order to find out what strategies the students used to solve the problems that arose during the activity, a system of categories that linked the phases of a school research process to different levels of autonomy was employed. From this, resolution sequences were extracted and analysed according to the context where the activity took place: the field and the laboratory. The results show that the problems that emerge are associated with those related to botany and not with its didactics. Although an overall increase in the level of autonomy seems to be observed, strategies such as the connection of the problem with scientific knowledge, related to delving into the problem, appear rarely. Thus, extracting the resolution sequences used, it can be seen that, in general, those more complex are observed when the teaching staff is more accessible. Two conclusions can be drawn from the results: 1) the importance of teacher’s help for students to delve into the problem and 2) the need to connect the problems detected by the teachers in training with the real problems that they could face in their future teaching work. This fact makes us rethink the way in which this type of activity is approached in initial teacher training to establish a balance between scientific content and its didactics. |
| first_indexed | 2024-12-14T01:07:20Z |
| format | Article |
| id | doaj.art-57d3f162e7e140af85204dcb7302e7cc |
| institution | Directory Open Access Journal |
| issn | 1518-8795 |
| language | English |
| last_indexed | 2024-12-14T01:07:20Z |
| publishDate | 2020-12-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-57d3f162e7e140af85204dcb7302e7cc2022-12-21T23:22:54ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87952020-12-0125363064510.22600/1518-8795.ienci2020v25n3p630634How do pre-service teachers address a fieldwork activity?María José Sáez Bondía0Ángel Luis Cortés Gracia1Universidad de ZaragozaUniversidad de Zaragoza (España)The aim of this work is to find out how a group of primary preservice teachers face the problems that arise when they carry out a field trip within university gardens. The activity proposed not only consisted of identifying specimens of trees and bushes but also of identifying the problems they find as a means to reflect on their future teaching work. In order to find out what strategies the students used to solve the problems that arose during the activity, a system of categories that linked the phases of a school research process to different levels of autonomy was employed. From this, resolution sequences were extracted and analysed according to the context where the activity took place: the field and the laboratory. The results show that the problems that emerge are associated with those related to botany and not with its didactics. Although an overall increase in the level of autonomy seems to be observed, strategies such as the connection of the problem with scientific knowledge, related to delving into the problem, appear rarely. Thus, extracting the resolution sequences used, it can be seen that, in general, those more complex are observed when the teaching staff is more accessible. Two conclusions can be drawn from the results: 1) the importance of teacher’s help for students to delve into the problem and 2) the need to connect the problems detected by the teachers in training with the real problems that they could face in their future teaching work. This fact makes us rethink the way in which this type of activity is approached in initial teacher training to establish a balance between scientific content and its didactics.https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2203trabajo de campoformación inicial del profesoradoresolución de problemassecuencias de aprendizaje. |
| spellingShingle | María José Sáez Bondía Ángel Luis Cortés Gracia How do pre-service teachers address a fieldwork activity? Investigações em Ensino de Ciências trabajo de campo formación inicial del profesorado resolución de problemas secuencias de aprendizaje. |
| title | How do pre-service teachers address a fieldwork activity? |
| title_full | How do pre-service teachers address a fieldwork activity? |
| title_fullStr | How do pre-service teachers address a fieldwork activity? |
| title_full_unstemmed | How do pre-service teachers address a fieldwork activity? |
| title_short | How do pre-service teachers address a fieldwork activity? |
| title_sort | how do pre service teachers address a fieldwork activity |
| topic | trabajo de campo formación inicial del profesorado resolución de problemas secuencias de aprendizaje. |
| url | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2203 |
| work_keys_str_mv | AT mariajosesaezbondia howdopreserviceteachersaddressafieldworkactivity AT angelluiscortesgracia howdopreserviceteachersaddressafieldworkactivity |