Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps
We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993-2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed usin...
Gespeichert in:
Veröffentlicht in: | Science education (Salem, Mass.) Mass.), 2007-05, Vol.91 (3), p.461-491 |
---|---|
Hauptverfasser: | , , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 491 |
---|---|
container_issue | 3 |
container_start_page | 461 |
container_title | Science education (Salem, Mass.) |
container_volume | 91 |
creator | Da-Silva, Consuelo Mellado, Vicente Ruiz, Constantino Porlán, Rafael |
description | We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993-2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student centered. The catalyst of the change in her initial conceptions of teaching and learning was her becoming aware of the students' alternative ideas. Her empiricist conception of the nature of science, however, remained practically unaltered during these first 4 years. This conception began to shift slowly toward less dogmatic and more up-to-date positions as a consequence of her changing view of teaching-learning, and by 2002, there was again coherence between her scientific thinking and her ideas on science teaching and learning. © 2006 Wiley Periodicals, Inc. |
doi_str_mv | 10.1002/sce.20183 |
format | Article |
fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_194945944</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ760020</ericid><sourcerecordid>1255846661</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3743-56dae12bbb8d75dbe2b14c7eea6d5d048af1a40c1ad0b23a7faf75a3cc1afa693</originalsourceid><addsrcrecordid>eNp1kM1v1DAQxSMEEkvhwBVxsLj1kNZfiRNuaLUsVNEi8X2zJvZk65LGqZ0U9r_H20A5cZmR3vzmaeZl2XNGzxil_DwaPOOUVeJBtmK0rnIu1PeH2YpSUeaV4OXj7EmMV5QyVnC-ym42t76fJ-cH4jsyXSIxfjA4HpV4lIBETJKFcCBoZwN3bOt87_cHMiGYSwyvSeOHvZtm6wboCaRyiC6SObphnxz3g5vcLZJrGOPT7FEHfcRnf_pJ9uXt5vP6Xd582L5fv2lyI5QUeVFaQMbbtq2sKmyLvGXSKEQobWGprKBjIKlhYGnLBagOOlWAMEnpoKzFSfZq8R2Dv5kxTvrKzyFdFjWrZS2LWsoEnS6QCT7GgJ0eg7tOv2pG9TFQnQLVd4Em9uXCYnDmnttcqDJxNI3Pl_FP1-Ph_z7603rz1zBfNlyc8Nf9BoQfulRCFfrbbqubXbNd7y6-6o-Jf7Hw1o3_Dq0kUxUTvwEkr5vj</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>194945944</pqid></control><display><type>article</type><title>Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps</title><source>Access via Wiley Online Library</source><source>EBSCOhost Education Source</source><creator>Da-Silva, Consuelo ; Mellado, Vicente ; Ruiz, Constantino ; Porlán, Rafael</creator><creatorcontrib>Da-Silva, Consuelo ; Mellado, Vicente ; Ruiz, Constantino ; Porlán, Rafael</creatorcontrib><description>We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993-2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student centered. The catalyst of the change in her initial conceptions of teaching and learning was her becoming aware of the students' alternative ideas. Her empiricist conception of the nature of science, however, remained practically unaltered during these first 4 years. This conception began to shift slowly toward less dogmatic and more up-to-date positions as a consequence of her changing view of teaching-learning, and by 2002, there was again coherence between her scientific thinking and her ideas on science teaching and learning. © 2006 Wiley Periodicals, Inc.</description><identifier>ISSN: 0036-8326</identifier><identifier>EISSN: 1098-237X</identifier><identifier>DOI: 10.1002/sce.20183</identifier><identifier>CODEN: SEDUAV</identifier><language>eng</language><publisher>Hoboken: Wiley Subscription Services, Inc., A Wiley Company</publisher><subject>Biologie ; Biology ; Cognitive Mapping ; Concept Formation ; Entwicklung ; Forschung ; Kognitive Analyse ; Kognitive Struktur ; Konzept ; Konzeptentwicklung ; Learning ; Lehrer ; Longitudinal Studies ; Measures (Individuals) ; Physikunterricht ; Science education ; Science Instruction ; Science Teachers ; Scientific Principles ; Secondary Education ; Secondary School Teachers ; Sekundarbereich ; Studie ; Teacher Attitudes ; Teaching ; Teaching Methods</subject><ispartof>Science education (Salem, Mass.), 2007-05, Vol.91 (3), p.461-491</ispartof><rights>Copyright © 2007 Wiley Periodicals, Inc.</rights><rights>Copyright Wiley Periodicals Inc. May 2007</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3743-56dae12bbb8d75dbe2b14c7eea6d5d048af1a40c1ad0b23a7faf75a3cc1afa693</citedby><cites>FETCH-LOGICAL-c3743-56dae12bbb8d75dbe2b14c7eea6d5d048af1a40c1ad0b23a7faf75a3cc1afa693</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fsce.20183$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fsce.20183$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=841781$$DAccess content in the German Education Portal$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ760020$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Da-Silva, Consuelo</creatorcontrib><creatorcontrib>Mellado, Vicente</creatorcontrib><creatorcontrib>Ruiz, Constantino</creatorcontrib><creatorcontrib>Porlán, Rafael</creatorcontrib><title>Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps</title><title>Science education (Salem, Mass.)</title><addtitle>Sci. Ed</addtitle><description>We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993-2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student centered. The catalyst of the change in her initial conceptions of teaching and learning was her becoming aware of the students' alternative ideas. Her empiricist conception of the nature of science, however, remained practically unaltered during these first 4 years. This conception began to shift slowly toward less dogmatic and more up-to-date positions as a consequence of her changing view of teaching-learning, and by 2002, there was again coherence between her scientific thinking and her ideas on science teaching and learning. © 2006 Wiley Periodicals, Inc.</description><subject>Biologie</subject><subject>Biology</subject><subject>Cognitive Mapping</subject><subject>Concept Formation</subject><subject>Entwicklung</subject><subject>Forschung</subject><subject>Kognitive Analyse</subject><subject>Kognitive Struktur</subject><subject>Konzept</subject><subject>Konzeptentwicklung</subject><subject>Learning</subject><subject>Lehrer</subject><subject>Longitudinal Studies</subject><subject>Measures (Individuals)</subject><subject>Physikunterricht</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Science Teachers</subject><subject>Scientific Principles</subject><subject>Secondary Education</subject><subject>Secondary School Teachers</subject><subject>Sekundarbereich</subject><subject>Studie</subject><subject>Teacher Attitudes</subject><subject>Teaching</subject><subject>Teaching Methods</subject><issn>0036-8326</issn><issn>1098-237X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><recordid>eNp1kM1v1DAQxSMEEkvhwBVxsLj1kNZfiRNuaLUsVNEi8X2zJvZk65LGqZ0U9r_H20A5cZmR3vzmaeZl2XNGzxil_DwaPOOUVeJBtmK0rnIu1PeH2YpSUeaV4OXj7EmMV5QyVnC-ym42t76fJ-cH4jsyXSIxfjA4HpV4lIBETJKFcCBoZwN3bOt87_cHMiGYSwyvSeOHvZtm6wboCaRyiC6SObphnxz3g5vcLZJrGOPT7FEHfcRnf_pJ9uXt5vP6Xd582L5fv2lyI5QUeVFaQMbbtq2sKmyLvGXSKEQobWGprKBjIKlhYGnLBagOOlWAMEnpoKzFSfZq8R2Dv5kxTvrKzyFdFjWrZS2LWsoEnS6QCT7GgJ0eg7tOv2pG9TFQnQLVd4Em9uXCYnDmnttcqDJxNI3Pl_FP1-Ph_z7603rz1zBfNlyc8Nf9BoQfulRCFfrbbqubXbNd7y6-6o-Jf7Hw1o3_Dq0kUxUTvwEkr5vj</recordid><startdate>200705</startdate><enddate>200705</enddate><creator>Da-Silva, Consuelo</creator><creator>Mellado, Vicente</creator><creator>Ruiz, Constantino</creator><creator>Porlán, Rafael</creator><general>Wiley Subscription Services, Inc., A Wiley Company</general><general>John Wiley & Sons, Inc</general><general>Wiley Periodicals Inc</general><scope>9S6</scope><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>200705</creationdate><title>Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps</title><author>Da-Silva, Consuelo ; Mellado, Vicente ; Ruiz, Constantino ; Porlán, Rafael</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3743-56dae12bbb8d75dbe2b14c7eea6d5d048af1a40c1ad0b23a7faf75a3cc1afa693</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Biologie</topic><topic>Biology</topic><topic>Cognitive Mapping</topic><topic>Concept Formation</topic><topic>Entwicklung</topic><topic>Forschung</topic><topic>Kognitive Analyse</topic><topic>Kognitive Struktur</topic><topic>Konzept</topic><topic>Konzeptentwicklung</topic><topic>Learning</topic><topic>Lehrer</topic><topic>Longitudinal Studies</topic><topic>Measures (Individuals)</topic><topic>Physikunterricht</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Science Teachers</topic><topic>Scientific Principles</topic><topic>Secondary Education</topic><topic>Secondary School Teachers</topic><topic>Sekundarbereich</topic><topic>Studie</topic><topic>Teacher Attitudes</topic><topic>Teaching</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Da-Silva, Consuelo</creatorcontrib><creatorcontrib>Mellado, Vicente</creatorcontrib><creatorcontrib>Ruiz, Constantino</creatorcontrib><creatorcontrib>Porlán, Rafael</creatorcontrib><collection>FIS Bildung Literaturdatenbank</collection><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Science education (Salem, Mass.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Da-Silva, Consuelo</au><au>Mellado, Vicente</au><au>Ruiz, Constantino</au><au>Porlán, Rafael</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ760020</ericid><atitle>Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps</atitle><jtitle>Science education (Salem, Mass.)</jtitle><addtitle>Sci. Ed</addtitle><date>2007-05</date><risdate>2007</risdate><volume>91</volume><issue>3</issue><spage>461</spage><epage>491</epage><pages>461-491</pages><issn>0036-8326</issn><eissn>1098-237X</eissn><coden>SEDUAV</coden><abstract>We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993-2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student centered. The catalyst of the change in her initial conceptions of teaching and learning was her becoming aware of the students' alternative ideas. Her empiricist conception of the nature of science, however, remained practically unaltered during these first 4 years. This conception began to shift slowly toward less dogmatic and more up-to-date positions as a consequence of her changing view of teaching-learning, and by 2002, there was again coherence between her scientific thinking and her ideas on science teaching and learning. © 2006 Wiley Periodicals, Inc.</abstract><cop>Hoboken</cop><pub>Wiley Subscription Services, Inc., A Wiley Company</pub><doi>10.1002/sce.20183</doi><tpages>31</tpages></addata></record> |
fulltext | fulltext |
identifier | ISSN: 0036-8326 |
ispartof | Science education (Salem, Mass.), 2007-05, Vol.91 (3), p.461-491 |
issn | 0036-8326 1098-237X |
language | eng |
recordid | cdi_proquest_journals_194945944 |
source | Access via Wiley Online Library; EBSCOhost Education Source |
subjects | Biologie Biology Cognitive Mapping Concept Formation Entwicklung Forschung Kognitive Analyse Kognitive Struktur Konzept Konzeptentwicklung Learning Lehrer Longitudinal Studies Measures (Individuals) Physikunterricht Science education Science Instruction Science Teachers Scientific Principles Secondary Education Secondary School Teachers Sekundarbereich Studie Teacher Attitudes Teaching Teaching Methods |
title | Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-23T06%3A08%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Evolution%20of%20the%20conceptions%20of%20a%20secondary%20education%20biology%20teacher:%20Longitudinal%20analysis%20using%20cognitive%20maps&rft.jtitle=Science%20education%20(Salem,%20Mass.)&rft.au=Da-Silva,%20Consuelo&rft.date=2007-05&rft.volume=91&rft.issue=3&rft.spage=461&rft.epage=491&rft.pages=461-491&rft.issn=0036-8326&rft.eissn=1098-237X&rft.coden=SEDUAV&rft_id=info:doi/10.1002/sce.20183&rft_dat=%3Cproquest_cross%3E1255846661%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=194945944&rft_id=info:pmid/&rft_ericid=EJ760020&rfr_iscdi=true |