RT Conference Proceedings
T1 NOS teacher identity: A case study of secondary education novice science teachers.
A1 Luque-Jiménez, Jorge
A1 García-Ruiz, Cristina
K1 Profesores de ciencias - Formación profesional
K1 Ciencia - Estudio y enseñanza secundaria
AB The understanding of the Nature of Science (NOS) is crucial in developing scientific literacy, afundamental goal of science education. Scientific literacy extends beyond mere knowledge; itencompasses an understanding of science's methodologies, cultural and social influences, and theevolving nature of scientific knowledge. In this context, the professional identity of teachers, who notonly grasp NOS concepts but can also effectively impart this understanding, becomes critical. Thisstudy explores the interplay between science teacher identity and their understanding of NOS,emphasizing the importance of targeted NOS instruction in teacher education programs. Weconducted a qualitative case study with five novice teachers, each with less than five years ofprofessional experience, using a questionnaire based on NSTA recommendations related to NOS.Employing Atlas.ti software (v 23.3.0) for analysis, we identified 26 codes related to aspects such asthe reliability and changeability of scientific knowledge (e.g., theory revision and adaptation, predictivenature of theories) and the naturalistic methods and explanations in science (e.g., explanation ofnatural phenomena, interrelation of facts, laws, and theories). The results reveal a robust foundation inkey NOS aspects, particularly in recognizing the empirical nature of science and its humandimensions. However, a lesser emphasis on the adaptability and revisability of scientific knowledgewas observed. This suggests a need for deeper engagement with the concept of the dynamic natureof scientific understanding. Enhancing the novice teachers' grasp of areas such as the evolving natureof scientific knowledge and critical analysis will further solidify their NOS teacher identity, equippingthem to deliver a more comprehensive and nuanced science education.
YR 2024
FD 2024-06
LK https://hdl.handle.net/10630/31671
UL https://hdl.handle.net/10630/31671
LA eng
NO Luque-JIménez, J., and García-Ruiz, C. (2024). NOS teacher identity: A case study of secondary education novice science teachers. Proceedings of the 14th International Conference "The Future of Education"
NO This work is part of the R+D+i Project ―Development and monitoring of pre-service and novice scienceteachers’ teaching identity. Study of the influence of the inquiry processes, emotional and genderprofiles‖ reference PID2022-140001OA-I00, funded by MCIN/AEI/10.13039/501100011033/FEDER,UE and the FSE+. Dr Garc a-Ruiz thanks the RYC2020 program, financed by the State ResearchAgency and the European Social Fund (reference: RYC2020- 029033-I/AEI/10.13039/501100011033).
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026