The Scientific Experience as Teaching Reality (original) (raw)
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Based on activities developed by students of the Biological Sciences Degree course, the transformations in the conceptions of science were analyzed, establishing as a reference the beginning of the third and sixth semesters of the course. Gathering images produced by students about what came to mind when they heard the word “Science” in both semesters, and the answers to the question “What do you think changed in your conception of science throughout the degree course?”, the authors identified transformations and permanence. For example, in the third semester, Student 1 exhibited a simplistic view of science, decontextualizing it from its social reality, however, in the sixth semester, this view appeared to have been completely reversed, evidencing a transformation in her conception of science. Therefore, it was possible to conclude that there were fundamental changes, but that there are still signs of disciplinary fragmentation in the students' conceptions.
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Science through Their Eyes: Reflections of Student Teachers of Their Own Science Learning
1995 ATEA Conference paper, 1995
ABSTRACT For the last five years I have asked students of the Diploma of Teaching and Graduate Diploma of Education to write "an individual science autobiography". They were asked to include their recollections of any science lesson that either encouraged them to do science or nearly put them off altogether. They were also asked if the content of the lesson or the personality of the teacher influenced them more. The idea came from an article I had read (Koch, 1990 [EJ419010]). The purpose of the assignment, which was not assessed was to ensure that student teachers thought about the occurrences that had influenced them as children, as a starting point for thinking how science should be taught. Interesting comparisons will be made between the reflections of the prospective primary and secondary teachers. These are contrasted with the recollections of some well-known people (scientists and others/fiction and non-fiction) taken from biographies or novels. The following are appended: (1) An Individual Science Autobiography; (2) Science-Definitions; (3) Dissections: A Summary; (4) Own View of Science-Teachers; and (5) Contradictory Reminiscences.