Scholarlink

<p>This article presents a descriptive and interpretive qualitative study that examines the effectiveness of an instructional intervention aimed at prospective primary school teachers (PPSTs) in the scientific practices of observation and information recording through scientific drawing. The goal was to support science learning by promoting the use of metacognitive strategies. The intervention, conducted with 87 PPSTs, was based on the premise that everyday school activities at the elementary level—such as observing small insects (e.g., ants)—can provide valuable opportunities to foster metacognition through engagement in scientific practices. A comparative analysis of the scientific drawings produced before and after the observation activity revealed clear evidence of learning progression among the participants. In addition to enhancing their initial scientific knowledge, the PPSTs developed a deeper appreciation of scientific drawing and observation as tools for constructing scientific knowledge, thereby enriching their understanding of the nature of these practices. Furthermore, by employing metacognitive strategies, they were able to identify their own learning processes and assess their progress, thus strengthening their autonomy as future science educators.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Observation and Scientific Drawing as Practices for Learning Science Through Metacognition: Impact of an Intervention in Primary Teacher Education

  • 期刊论文

  • 发表日期：

    2025年10月31日

查看全文
  • Hortensia Morón-Monge,
  • Antonio García-Carmona

摘要

This article presents a descriptive and interpretive qualitative study that examines the effectiveness of an instructional intervention aimed at prospective primary school teachers (PPSTs) in the scientific practices of observation and information recording through scientific drawing. The goal was to support science learning by promoting the use of metacognitive strategies. The intervention, conducted with 87 PPSTs, was based on the premise that everyday school activities at the elementary level—such as observing small insects (e.g., ants)—can provide valuable opportunities to foster metacognition through engagement in scientific practices. A comparative analysis of the scientific drawings produced before and after the observation activity revealed clear evidence of learning progression among the participants. In addition to enhancing their initial scientific knowledge, the PPSTs developed a deeper appreciation of scientific drawing and observation as tools for constructing scientific knowledge, thereby enriching their understanding of the nature of these practices. Furthermore, by employing metacognitive strategies, they were able to identify their own learning processes and assess their progress, thus strengthening their autonomy as future science educators.