Evaluación de una secuencia de indagación sobre los huesos en la formación inicial de maestros.

Abstract

The article presents the results of an assessment of a short inquiry-based instructional sequence carried out by three preservice primary school teachers as part of their preservice teacher training. Based on the pupils’ work, each preservice teacher assessed the appropriateness and effectiveness of the sequence from three different perspectives: changes in the pupils’ ideas; emotions felt by the pupils; and perceptions of the in-service teachers during their peer-observation and their proposals for how to improve the IBSE sequence. The analyses showed that the pupils found the learning relevant and expressed emotions such as happiness and interest, though also disgust when they touched the inside of a bone. The in-service teachers observed that the sequence was more effective in relation to showing how a bone heals that at teaching the names of the bones, and that it made the learning more meaningful and context-based.