Assessment of pre-service teachers’ Science knowledge: the case of Valencian Community in Spain

Authors

José Javier Verdugo-PeronaSalto de línea Florida Universitaria Salto de línea Joan Josep Solaz-PortolésSalto de línea Vicente Sanjosé Salto de línea Universitat de València

DOI

10.4438/1988-592X-RE-2019-383-404

Abstract

Scientific literacy is one of the main objectives in compulsory education, but this literacy can hardly be achieved if primary teachers have a low level of scientific knowledge (Appleton, 2003). In Spain, some studies suggest that primary education teachers show deficiencies in their scientific training (Cañal, 2000 y 2008, Porlán, 2010). For this reason, an assessment of pre-service elementary school teachers’ knowledge on basic science is developed with enough external validity (sampling error about 5%). The scope of the study is the Valencian Community in Spain. Conceptual and procedural knowledge are assessed independently before as well as after the science subjects in the specific Degree of pre-service teacher training at University. Prior studies and their branch are taken into account in some descriptions and analyses. The possible effects of the more or less hours devoted to science by the three public universities in the considered Region, are also studied. Results show significant improvements in the levels of conceptual and procedural knowledge along the Degree, but of little effect size. Outcomes suggest that some teachers’ educational needs are not yet sufficiently met at the considered universities.

Keywords

Science Education; Science Concepts; Science Processes skills; Preservice teachers, Assessment.