A three-pronged method to analyse pre-service teachers’ understanding and epistemic reasoning about soil
Impacto
Scholar |
Otros documentos de la autoría: Corrochano, Diego; ZUAZAGOITIA, DANIEL; Eugenio, Marcia; Monferrer, Lidón; CUBERO, INES ORTEGA; RUIZ GONZALEZ, ARITZ
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONEste recurso está restringido
https://doi.org/10.1080/00219266.2023.2282430 |
Metadatos
Título
A three-pronged method to analyse pre-service teachers’ understanding and epistemic reasoning about soilAutoría
Fecha de publicación
2023-12-14Editor
Taylor and Francis GroupISSN
0021-9266; 2157-6009Cita bibliográfica
Diego 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.Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Pre-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 ... [+]
Pre-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. [-]
Publicado en
Journal of Biological Education (2023)Derechos de acceso
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess
Aparece en las colecciones
- EDE_Articles [414]