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dc.contributor.authorCorrochano, Diego
dc.contributor.authorZUAZAGOITIA, DANIEL
dc.contributor.authorEugenio, Marcia
dc.contributor.authorMonferrer, Lidón
dc.contributor.authorCUBERO, INES ORTEGA
dc.contributor.authorRUIZ GONZALEZ, ARITZ
dc.date.accessioned2024-01-25T12:26:51Z
dc.date.available2024-01-25T12:26:51Z
dc.date.issued2023-12-14
dc.identifier.citationDiego Corrochano, Daniel Zuazagoitia, Marcia Eugenio-Gozalbo, Lidón Monferrer, Inés Ortega-Cubero, Aritz Ruiz-González & Lourdes Aragón (2023) A three-pronged method to analyse pre-service teachers’ understanding and epistemic reasoning about soil, Journal of Biological Education.ca_CA
dc.identifier.issn0021-9266
dc.identifier.issn2157-6009
dc.identifier.urihttp://hdl.handle.net/10234/205526
dc.description.abstractPre-service teachers’ mental models of the nature of soil were investigated in a sample of 181 students from four different Spanish universities, using three different methodological approaches: a phenomenographic analysis of definitions, a categorisation of labelled-drawings and the analysis of answers to a questionnaire consisting of both open- and closed-ended questions. Based on the phenomenographic analysis, four explanatory categories were defined: paedological (soil as a highly complex system); anthropocentric (soil from a utilitarian point of view); structural (soil as a layer of Earth) and naive view (soil as a surface of unknown composition and function). The most represented category in the studied sample was the structural one. Based on the questionnaire and the drawing analysis, students have some notions about soil composition, but their understating of its origin and degradation processes is scarce. No significant correlation was found between the analyses conducted using the three different instruments, thus indicating the need to use different approaches to better understand students’ conceptions and their ‘intermediate’ epistemic models of soil. Finally, some implications for soil education are discussed.ca_CA
dc.language.isoengca_CA
dc.publisherTaylor and Francis Groupca_CA
dc.relation.isPartOfJournal of Biological Education (2023)ca_CA
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/ca_CA
dc.subjectsoil educationca_CA
dc.subjectsoil literacyca_CA
dc.subjectmental modelsca_CA
dc.subjectexpressed modelsca_CA
dc.subjectearly teacher trainingca_CA
dc.titleA three-pronged method to analyse pre-service teachers’ understanding and epistemic reasoning about soilca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttps://doi.org/10.1080/00219266.2023.2282430
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccessca_CA
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_CA


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