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RESEARCH PAPER
Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection
1
Universidade de Santiago de Compostela, SPAIN
2
Universidad de Murcia, SPAIN
Publication date: 2022-02-23
EURASIA J. Math., Sci Tech. Ed 2022;18(3):em2089
KEYWORDS
ABSTRACT
This study examined pre-service primary teachers’ (PPTs) initial NOSI conceptions and their
evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The
participants were 40 PPTs attending a science education course during a semester. The study
consisted of a pre-test/post-test design approach framed qualitative methods. The intervention
consisted of nine 90-minute sessions in which participants addressed NOS and NOSI aspects
through explicit-reflective teaching combined with the implementation of inquiry tasks set in
everyday-life contexts. Data were collected through an open-ended questionnaire both at the
beginning and at the end of the module and they were examined through content analysis. The
main findings suggest that pre-service teachers presented naive NOSI conceptions when entered
the course, and their ideas improved considerably in most of the NOSI aspects after their
immersion in the teaching module.
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