A piece of research on the evolution of teachers’ didactic knowledge about assessment in science

We present a study to delve in the processes of change in pre-service teachers’ didactic knowledge on assessment in science. A mixed methodology is applied under a concurrent design with qualitative and quantitative techniques using a triangulation process. The study involves 347 students from the d...

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Bibliographic Details
Published inEnseñanza de las ciencias Vol. 38; no. 1; pp. 87 - 104
Main Authors Lidia Lopez-Lozano, Emilio Solís Ramírez
Format Journal Article
LanguageSpanish
Published Universitat Autònoma de Barcelona 01.03.2020
Subjects
enseñanza de las ciencias
evaluación alternativa
formación inicial del profesorado
métodos mixtos
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Summary:We present a study to delve in the processes of change in pre-service teachers’ didactic knowledge on assessment in science. A mixed methodology is applied under a concurrent design with qualitative and quantitative techniques using a triangulation process. The study involves 347 students from the degree in Primary Education taking the subject of Experimental Sciences Didactics. Questionnaires, instructional activities and designs of teaching units for data collection are applied. The procedure followed is valuable and useful for documenting the evolution in teachers' conceptions. The results show changes related to a greater coherence between the declarative and factual knowledge of the teachers at the end of the course, stimulated by the reflection on their practice.
ISSN:0212-4521
2174-6486
DOI:10.5565/rev/ensciencias.2755