New Perspectives in Science Education

Nowadays, initial science teacher training programs are based on the development of professional competencies. One of the most relevant problems to address is the design and planning of experimental inquiry-based activities [1], dealing with aspects such as sequencing and contextualizing the tasks or choosing appropriate materials [2]. Another fundamental competence is participation in networks that help solve professional problems. In this context, in a technologically interconnected world, collaboration in national or international projects –framed in initiatives such as eTwinning or Scientix [3]– is especially enriching. Here, we present an investigation with the participation of future teachers from Spain and Peru, who are studying the Primary and Secondary Education degrees, respectively. The purpose was to develop workshops on the contents of light and color and electrical circuits, based on sequences of inquiry-based activities. The sample was made up of two class-groups of students engaged in subjects that include physics education: 8 preservice teachers from Spain (2 work groups) and 21 from Peru (4 groups). First, the work groups designed experimental activities for the corresponding workshops, including videos to facilitate their resolution. This work was published on a free collaborative platform (Schoology). Then, after an initial session of videoconference where the project guidelines were presented, the groups went on to solve and analyze the proposals of their partners from the other country. Throughout the process, the participants exchanged their reflections through forums and other documents on the platform. Later, in another videoconference session, they had the opportunity to communicate their critical analysis to the work groups of the other nationality. Finally, they completed a Likert questionnaire (1-5) via online, on the contribution of the project to their professional skills and technical and personal contributions in this process. The results indicate great satisfaction from students, especially accused in aspects such as: self-reflection on the designed workshops (69% of «5» scores), interaction with other future teachers (66%), or the perception of variety of materials to design inquiry-based activities (72%).

Keywords: Preservice teacher training; Physics workshops; International projects; Scientific competence; Digital competence;

References:
[1] European Commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Brussels.
[2] Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (2016). Designing, Launching, and Implementing High Quality Learning Opportunities for Students that Advance Scientific Thinking. Journal of Research in Science Teaching, 53(9), 1316-1340.
[3] Vázquez-Dorrío, J.B. (2018). Scientix, the community for science education in Europe. In M.F. Martins, J.B. Vázquez-Dorrío, & J.M. Fernández-Novell (Eds.), Hands-on Science: Advancing Science, Improving Education (pp. 114-117). The Hands-on Science Network.