Resumen

COBO-HUESA, Cristina; ROMERO-ARIZA, Marta  y  ABRIL-GALLEGO, Ana María. Reflective Inquiry and History of Science to Build and Adequate View of Nature of Science in Initial Teacher Education. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.48, pp.13-31.  Epub 30-Abr-2021. ISSN 0121-3814.  https://doi.org/10.17227/ted.num48-10934.

The education of scientific literate citizens requires an effective teaching on the complex scientific endeavor and its implication on society. Consequently, the improvement of the quality of scientific education from this perspective should be addressed from initial teacher education. This research article presents and discusses the changes observed in undergraduate Primary School teachers' views about key aspects of the Nature of Science (NOS), after the application of a didactic proposal based on the history of science, which integrates inquiry processes into different learning scenarios, using an explicit and reflective approach. Progress in the conceptions of the participants is shown through the effect size statistic. Results shows a positive evolution in aspects related to the epistemological and sociological dimensions of the NOS in the participants when compared to the control group, which provide evidence of the utility of the intervention to improve initial teacher education in this area.

Palabras clave : Initial teacher training; nature of science; history of science; inquiry; epistemology of science; sociology of science.

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