Initiation and conceptualization of inquiry practices during the initial education of pre-service early childhood teachers:A case study

PDF (ελληνικά)
Published: Sep 12, 2024
DOI: https://doi.org/10.12681/codiste.6996
Keywords:
inquiry views and practices initiation and conceptualization of practices science education
Anastasios Zoupidis
Department of Primary Education, University of Western Makedonia
Vasilis Tselfes
National and Kapodistrian University of Athens
Petros Kariotoglou
University of Western Macedonia
Abstract

In this work we study (as case study) the patterns of two student teachers’ initiation and conceptualization of teaching practices who participated in a six-month lesson on natural sciences, with main emphasis in inquiry. The aim of the study is, on the one hand, to verify the possibilities of our theoretical model to detect patterns of teaching practices, as well as their relationship with related views/knowledge and, on the other hand, the possibility of drawing, through this analysis, conclusions useful for educating student teachers.

Article Details
  • Section
  • SYMPOSIUM
Downloads
Download data is not yet available.
References
Τσελφές, Β. (2002). Δοκιμή και πλάνη: Το εργαστήριο στη διδασκαλία των ΦΕ, Αθήνα: Νήσος.
Τσελφές, Β., Ζουπίδης, Α., Τσαλίκη, Χ., Καρνέζου, Μ. & Καριώτογλου, Π. (2024). Θεωρητική προσέγγιση των σχέσεων μεταξύ απόψεων και πρακτικών στη διδασκαλία των φυσικών επιστημών. Στο Κ. Κώτσης, Γ. Στύλος, Γ. Βακάρου, Λ. Γαβρίλας & Δ. Πανάγου (Επιμ.), Ηλεκτρονικά Πρακτικά 13ου Πανελλήνιου Συνεδρίου της Διδακτικής των Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση, Νέες Τάσεις και Έρευνα στη Διδασκαλία, τη Μάθηση και τις Τεχνολογίες στις Φυσικές Επιστήμες, Ιωάννινα, Ελλάδα: Πανεπιστήμιο Ιωαννίνων. ISSN: 1791-1281
Ajzen, I., & Fishbein, Μ. (2000). Attitudes and the Attitude–Behavior Relation: Reasoned and Automatic Processes. European Review of Social Psychology, 11(1), 1–33. https://doi.org/10.1080/ 14792779943000116
Kariotoglou, P., Psillos, D., & Tselfes, V. (2003). Modelling the evolution of Teaching – Learning Sequences: from discovery to constructivism. In D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, G. Fassoulopoulos, & M. Kallery (Eds.), Science Education Research in the Knowledge-based Society (p.p. 259-268). The Netherlands: Kluwer Academic Publishers.
Patsadakis, M. (2003). ‘Educational practices of teachers and students in the teaching / learning of sciences’. Ιn: D. Krnel (Ed.), Proceedings, ESERA (European Science Education Research Association), Summer School 2002 (p.p. 163-174). Ljubljana: University of Ljubljana, Faculty of Education. (In digital format – CD).
Patterson, O. (2014). Making Sense of Culture. Annual Review of Sociology, 40, 1-30.
Pickering, A. (1995). The Mangle of Practice: Time, Agency, and Science. University of Chicago Press.
Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13.
Zoupidis, A., Tselfes, V., & Kariotoglou, P. (2021). Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods, International Journal of Early Years Education, https://doi.org/10.1080/09669760.2021.1890552