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One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined" /> <meta name="twitter:image" content="https://0.academia-photos.com/1136564/37520700/31718967/s200_rakesh.kumar.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments" /> <meta property="og:title" content="Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined" /> <meta property="article:author" content="https://du-in.academia.edu/RakeshKumarCIE" /> <meta property="article:author" content="https://independent.academia.edu/KarishmaSharma88" /> <meta name="description" content="Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined" /> <title>(PDF) Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments</title> <link rel="canonical" href="https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '1e60a92a442ff83025cbe4f252857ee7c49c0bbe'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740569643000); window.Aedu.timeDifference = new Date().getTime() - 1740569643000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher\u0026amp;#39;s natural dispositions towards \u0026amp;quot;Tested Pre-concepts of the Learners\u0026amp;quot; in terms of Qualification Level of the Teacher, Teacher\u0026amp;#39;s Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related \u0026amp;#39;Statistical Descriptives\u0026amp;#39; have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers\u0026amp;#39; natural dispositions towards \u0026amp;quot;Tested Pre-concepts of the Learners\u0026amp;quot; in terms of Qualification Level of the Teacher and Teacher\u0026amp;#39;s Area of Expertise. Whereas a difference in pre-service teachers\u0026amp;#39; response to \u0026amp;quot;Tested Pre-concepts of the Learners\u0026amp;quot; in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are testing the pre-concepts of science learners more than their counterparts at higher levels of schooling in the selected schools.","author":[{"@context":"https://schema.org","@type":"Person","name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},{"@context":"https://schema.org","@type":"Person","name":"Karishma Sharma","url":"https://independent.academia.edu/KarishmaSharma88"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Karishma Sharma","url":"https://independent.academia.edu/KarishmaSharma88"}],"dateCreated":"2023-03-03","dateModified":"2023-03-03","headline":"Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments","image":"https://attachments.academia-assets.com/99376408/thumbnails/1.jpg","inLanguage":"en","keywords":[],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"du-in"},{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/99376408/thumbnails/1.jpg","url":"https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: 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window.loswp.previewableAttachments = [{"id":99376408,"identifier":"Attachment_99376408","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":97871107,"created_at":"2023-03-03T09:07:20.694-08:00","from_world_paper_id":null,"updated_at":"2023-03-03T09:51:52.405-08:00","_data":{"abstract":"Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards \"Tested Pre-concepts of the Learners\" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related 'Statistical Descriptives' have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers' natural dispositions towards \"Tested Pre-concepts of the Learners\" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to \"Tested Pre-concepts of the Learners\" in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are testing the pre-concepts of science learners more than their counterparts at higher levels of schooling in the selected schools."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [1136564,162736543]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":99376408,"attachmentType":"pdf"}"><img alt="First page of “Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/99376408/mini_magick20230303-1-o0fhyd.png?1677863303" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="1136564" href="https://du-in.academia.edu/RakeshKumarCIE"><img alt="Profile image of Rakesh Kumar" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/1136564/37520700/31718967/s65_rakesh.kumar.jpg" />Rakesh Kumar</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="162736543" href="https://independent.academia.edu/KarishmaSharma88"><img alt="Profile image of Karishma Sharma" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/162736543/53526310/41655080/s65_karishma.sharma.png" />Karishma Sharma</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">20 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 97871107; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=97871107"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related 'Statistical Descriptives' have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers' natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are testing the pre-concepts of science learners more than their counterparts at higher levels of schooling in the selected schools.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":99376408,"attachmentType":"pdf","workUrl":"https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":99376408,"attachmentType":"pdf","workUrl":"https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas" data-impression-entity-id="97871107" data-impression-entity-type="2" data-impression-source="signup-banner"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners". These are tested in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. In conclusion, the study did not find any significant difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. Pre-concepts of the learners are important in the sense that the further concept development is based on it. If the pre-concepts of the learners remain unaddressed these may hamper the development of scientific concepts. This has the potential to derail the whole progression of the learner in the scientific realm. The teachers attempt to identify these are the precursors to addressing them in timely and effective manner. For the teachers to attempt identifying the pre-concepts they have to cultivate the dispositions to test their presence. The present study contributes to the understanding what factors may or may not influence the process.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms","attachmentId":99376097,"attachmentType":"pdf","work_url":"https://www.academia.edu/97870664/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/97870664/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="97870666" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions">Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1136564" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Teaching-learning processes are designed to facilitate the learners in the process of developing their ideas and conceptions in the area of the study. This is true in general and specifically in science classrooms. When teachers start teaching, it is natural for them to express their ideas and the learners getting influenced by these. While we do not explicitly see any cause of concern in this process, a deep reflection reveals something serious. Especially when we explore the reasons for the development of alternative frameworks and also during the processes designed to address these AFs this concern gets puffed-up. A strategy that can be useful in this regard is an attempt by the teacher to withheld own ideas and conclusions and let the learner's ideas come up freely. Giving spaces for learner's ideas has the prospect for the exploration of ideas by the learners in more efficate ways. This had been tried and the trial explored in the present study where the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions","attachmentId":99376096,"attachmentType":"pdf","work_url":"https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="41349776" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41349776/Analysis_of_Pre_Service_Teachers_Natural_Disposition_for_Testing_Pre_Concepts_amongst_Learners_in_Science_An_Indian_Context">Analysis of Pre Service Teachers' Natural Disposition for Testing Pre-Concepts amongst Learners in Science: An Indian Context</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1136564" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The contemporary understanding of science learning identifies the existence and importance of Alternative Frameworks among learners in science. Many a times the pre-concepts build these alternative frameworks. One of the reasons for this being ignorance towards their presence. The present study comprising of feedback on 592 science lessons from 30 pre-service teachers shows diversity in their natural dispositions towards testing the presence of pre-concepts among learners in science. The teachers agree that they tested the pre-concepts of the learners in their average dispositions. Further analyses of these dispositions show that these are skewed towards teachers having dispositions 'more than agreeing'. Platykurtic behaviour of the Bell shaped curve is also noted, further supporting the idea that the dispositions are spread and the diversity is there. The implications are clear. There is a need to focus on the pre-service science teacher education to develop in them strengths, skills, strategies and knowledge so that they are able to test the pre-concepts among learners in science.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Analysis of Pre Service Teachers' Natural Disposition for Testing Pre-Concepts amongst Learners in Science: An Indian Context","attachmentId":61551787,"attachmentType":"pdf","work_url":"https://www.academia.edu/41349776/Analysis_of_Pre_Service_Teachers_Natural_Disposition_for_Testing_Pre_Concepts_amongst_Learners_in_Science_An_Indian_Context","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41349776/Analysis_of_Pre_Service_Teachers_Natural_Disposition_for_Testing_Pre_Concepts_amongst_Learners_in_Science_An_Indian_Context"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="74220070" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/74220070/Initial_training_of_teachers_in_science_education_activity_Exploring_non_formal_environments">Initial training of teachers in science education activity: Exploring non-formal environments</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13733360" href="https://ufg.academia.edu/RamillaBraga">Ramilla Braga</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Conceptions of Science influence educational practices and interpretations about the construction of scientific knowledge. Therefore, this study aimed to use scientific practice to test the efficiency of non-formal educational environments in training candidates for teacher certification in Biological Sciences. Training of candidates was performed in four meetings held on the State University of Goias in Anapolis, which features an interpretative trail for environmental education. To test the hypothesis that the training was effective, a paired t-test was performed on the grades obtained in the questionnaires before and at the end of the activities (pretest and post-test). The test showed that the course was effective and led to an increase in students’ knowledge of the content covered (t test: t = 2.95, df = 16, p = 0.01), showing that on average, the scores of students increased in the post-test. This denotes a cognitive gain at the end of the course. KEYWORDS: Science education. ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Initial training of teachers in science education activity: Exploring non-formal environments","attachmentId":82446793,"attachmentType":"pdf","work_url":"https://www.academia.edu/74220070/Initial_training_of_teachers_in_science_education_activity_Exploring_non_formal_environments","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/74220070/Initial_training_of_teachers_in_science_education_activity_Exploring_non_formal_environments"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="77169163" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/77169163/Why_Science_Teachers_Cant_Teach_in_Informal_Learning_Environments">Why Science Teachers Can't Teach in Informal Learning Environments?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="430509" href="https://ege.academia.edu/HakanTurkmen">Hakan Türkmen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Multidisciplinary Research and Analysis, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Teaching science in informal learning environments (ILE) are of great importance for the science course. In this learning process, students behave like scientists and develop their high-level thinking skills. To establish a connection between daily life and natural sciences is another way to add ILE into formal education. In the literature, many studies declared a few teachers teach science in ILE. The purpose of this study, to determine the difficulties or problems faced by science teachers in the process of science teaching using ILE and what kind of solutions teachers offer about these problems or difficulties. The research was carried out by using descriptive research. The study group consists of 144 science teachers, selecting by easily accessible sampling method, one of the purposeful sampling methods. Ten open-ended questions were asked to the participants. The content analysis method was used to analyze the data. As a result, teachers had problems/difficulties in managerial-...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Why Science Teachers Can't Teach in Informal Learning Environments?","attachmentId":84622779,"attachmentType":"pdf","work_url":"https://www.academia.edu/77169163/Why_Science_Teachers_Cant_Teach_in_Informal_Learning_Environments","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/77169163/Why_Science_Teachers_Cant_Teach_in_Informal_Learning_Environments"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="108362958" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/108362958/Pre_service_science_teachers%C3%A2_conceptions_of_the_nature_of_science_and_its_relationship_to_classroom_practice">Pre-service science teachersâ€™ conceptions of the nature of science and its relationship to classroom practice</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="279614051" href="https://independent.academia.edu/CAGAANANK">KATHERINE CAGA-ANAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Asia Pacific Higher Education Research Journal (APHERJ), 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Certain significant tensions exist regarding relative international educational effectiveness. In the science education field such concerns churn around the extent of science understanding with which students leave school. There have been suggestions that this aspect of science literacy is related to how well teachers help students to understand the nature of science. Previous research indicates the existence of both naïve and sophisticated views of this among both teachers and students. However, little research exists regarding Filipino students preparing to teach science in a local and international fluid context, particularly how their views of the nature of science relate to their classroom teaching practices. Purposely, this qualitative study involving seven pre-service science teachers from a single institution in Mindanao, Republic of the Philippines, to better understand the relationship of teacher views of the nature of science and the way that they are taught science during their final teaching practice. Data are gathered through non-participant class observations, document (lesson plan, CT feedback), interview, and survey analysis. Findings reveal that: (a) These pre-service science teachers hold a mixture of naïve and sophisticated views of the nature of science; (b) Their views of science as empirically based (a potentially sophisticated view), were subject to strict method and producing absolute knowledge (naïve views) and transferred into their planning and delivery of practice lessons to a minor, but discernible extent; (c) As revealed in the interview and survey their views of science were more varied and sophisticated than those appearing from the lessons planned or observed. The implications of this study are significant because they support some indications in the literature that teacher conceptions can translate into practice. This suggests that change in the conceptions held by these teachers might lead to change in the experiences they offer to students in their classes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Pre-service science teachersâ€™ conceptions of the nature of science and its relationship to classroom practice","attachmentId":106767802,"attachmentType":"pdf","work_url":"https://www.academia.edu/108362958/Pre_service_science_teachers%C3%A2_conceptions_of_the_nature_of_science_and_its_relationship_to_classroom_practice","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/108362958/Pre_service_science_teachers%C3%A2_conceptions_of_the_nature_of_science_and_its_relationship_to_classroom_practice"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="108301407" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/108301407/Preservice_Teachers_Thoughts_about_Designing_Science_Activities_in_Informal_Environments">Preservice Teachers' Thoughts about Designing Science Activities in Informal Environments</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="430509" href="https://ege.academia.edu/HakanTurkmen">Hakan Türkmen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">The main purpose of this research is to determine the perspectives of preservice science teachers who have taken and have not taken course on science teaching in informal environments, on the process of designing activities within the scope of science teaching in informal environments.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Preservice Teachers' Thoughts about Designing Science Activities in Informal Environments","attachmentId":106721546,"attachmentType":"pdf","work_url":"https://www.academia.edu/108301407/Preservice_Teachers_Thoughts_about_Designing_Science_Activities_in_Informal_Environments","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/108301407/Preservice_Teachers_Thoughts_about_Designing_Science_Activities_in_Informal_Environments"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="3297403" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3297403/Preservice_elementary_teachers_views_of_their_students_prior_knowledge_of_science">Preservice elementary teachers' views of their students' prior knowledge of science</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2789232" href="https://wisc.academia.edu/MitchellNathan">Mitchell Nathan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Research in Science Teaching, 2008</p><p class="ds-related-work--abstract ds2-5-body-sm">Pre-service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre-service teachers often enter teacher education courses with pre-conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty-one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience-based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. ß Since the early 1980s researchers in science education have strived to understand common ideas about various scientific phenomena that students articulate in the classroom setting. Research on students' prior knowledge has been valuable for curriculum development and formative assessment practices focused on creating opportunities for students to articulate, use, and modify their ideas. If prior knowledge is a critical element of teaching and learning, then it is important for teacher educators to become aware of the types of prior knowledge their students, preservice teachers, have regarding the content of their teacher education courses. The research Correspondence</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Preservice elementary teachers' views of their students' prior knowledge of science","attachmentId":31127234,"attachmentType":"pdf","work_url":"https://www.academia.edu/3297403/Preservice_elementary_teachers_views_of_their_students_prior_knowledge_of_science","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3297403/Preservice_elementary_teachers_views_of_their_students_prior_knowledge_of_science"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="48349668" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/48349668/Characterization_of_the_Beliefs_of_Preschool_Teachers_about_Sciences">Characterization of the Beliefs of Preschool Teachers about Sciences</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="63086184" href="https://independent.academia.edu/CarlaOlivares7">Carla Olivares</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34539984" href="https://pucv.academia.edu/MartaQuiroga">Marta Quiroga</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - Social and Behavioral Sciences, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">This work is part of a larger piece of research (FONDECYT 11100402), and its aim is to determine and characterize the beliefs that preschool teachers have about science; the way they are teaching and learning it, and also the influence of these beliefs on the implementation of a government program (Your Competencies in Science, from now on, TCC). This work, under the aforementioned framework and from a mixed methodological approach, is intended to get to know the belief's systems about science, teaching and learning of the preschool teachers participating in Valparaiso Region (n = 61) to lately go deeper into a stratified and representative sample of the teachers (n= 9) that are working on the implementation of the TCC program. It is expected that the results are an incentive and a reference for more work at this level to be conducted and that they would help to understand how preschool teachers act regarding science.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Characterization of the Beliefs of Preschool Teachers about Sciences","attachmentId":67008977,"attachmentType":"pdf","work_url":"https://www.academia.edu/48349668/Characterization_of_the_Beliefs_of_Preschool_Teachers_about_Sciences","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/48349668/Characterization_of_the_Beliefs_of_Preschool_Teachers_about_Sciences"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="109915206" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/109915206/Science_Perceptions_of_Prospective_Class_Teachers">Science Perceptions of Prospective Class Teachers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36742396" href="https://amasya.academia.edu/%C5%9EafakUlu%C3%A7%C4%B1nar">Şafak Uluçınar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Education and Practice, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120 prospective class teachers. Quantitative research method is employed, word association test is used in the research for data collecting. Findings are presented with conceptual networks and frequency tables. It has been determined that prospective teachers can make associations among the concepts of physical science, science, technology, experiment and scientific method whereas they cannot associate science education with science to an adequate level, and they have a part of the elements regarding nature of science. Some recommendations are given based on the research results.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Science Perceptions of Prospective Class Teachers","attachmentId":107895580,"attachmentType":"pdf","work_url":"https://www.academia.edu/109915206/Science_Perceptions_of_Prospective_Class_Teachers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/109915206/Science_Perceptions_of_Prospective_Class_Teachers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":99376408,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":99376408,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_99376408" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="116716155" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116716155/Pre_Service_Science_Teachers_Views_About_Teaching_Theories_and_Methods">Pre-Service Science Teachers' Views About Teaching Theories and Methods</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="205963054" href="https://independent.academia.edu/SabihaOdaba%C5%9F%C4%B1%C3%87imer">Sabiha Odabaşı Çimer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><div 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class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="118562689" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/118562689/Pre_service_Science_Teachers_Beliefs_about_Science_Teaching_and_Perception_of_the_Nature_of_Science">Pre-service Science Teachers’ Beliefs about Science Teaching and Perception of the Nature of Science</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32350473" href="https://kirikkaleturkey.academia.edu/UgurSari">Ugur Sari</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Electronic Journal of Science Education, 2017</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Pre-service Science Teachers’ Beliefs about Science Teaching and Perception of the Nature of Science","attachmentId":114158175,"attachmentType":"pdf","work_url":"https://www.academia.edu/118562689/Pre_service_Science_Teachers_Beliefs_about_Science_Teaching_and_Perception_of_the_Nature_of_Science","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/118562689/Pre_service_Science_Teachers_Beliefs_about_Science_Teaching_and_Perception_of_the_Nature_of_Science"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="97870667" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions">Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1136564" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a><span>, </span><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="162736543" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions","attachmentId":99376099,"attachmentType":"pdf","work_url":"https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="37710469" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37710469/The_Relationship_between_Student_Science_Teachers_Views_on_Nature_of_Science_and_Classroom_Practice_Is_There_Any">The Relationship between Student Science Teachers' Views on Nature of Science and Classroom Practice: Is There Any</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="306732" href="https://uoa.academia.edu/ConstantineSkordoulis">Constantine Skordoulis</a><span>, </span><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" 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