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Issue 3, 2001
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SPANISH PROSPECTIVE TEACHERS’ INITIAL IDEAS ABOUT TEACHING CHEMICAL CHANGE

Rosa MARTÍN DEL POZO*a  and  Rafael PORLÁN 
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* Corresponding authors

a Universidad Complutense de Madrid y Universidad de Sevilla, Departamento de Didáctica de las Ciencias, Spain

Abstract

We describe and analyse the initial ideas of a sample of 24 Spanish prospective teachers about teaching the concept of chemical change to 13-14 year old pupils. The participants, working in groups, elaborated proposals to teach this concept. A content analysis of these proposals showed that: a) a great part of the content was organized in a linear sequence; b) within a diversity of methods there predominated closed sequences of laboratory observation activities aimed at allowing the pupils to infer the concepts for themselves, but without taking their pre-existing conceptions on chemical change into account; and c) evaluation was seen as a check that the pupils had acquired the knowledge that the teacher had established beforehand. Finally, we discuss some of the implications of the conceptions detected for initial teacher education. [Chem. Educ. Res. Pract. Eur.: 2001, 2, 265-283]

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Publication details

The article was received on 26 Jan 2001 and accepted on 11 Jun 2001


Article type: Paper
DOI: 10.1039/B1RP90028E
Citation: Chem. Educ. Res. Pract., 2001,2, 265-283
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    SPANISH PROSPECTIVE TEACHERS’ INITIAL IDEAS ABOUT TEACHING CHEMICAL CHANGE

    R. MARTÍN DEL POZO and R. PORLÁN, Chem. Educ. Res. Pract., 2001, 2, 265
    DOI: 10.1039/B1RP90028E

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