activities – the artistic personality is described as less skilled in mathematics. All these attributes that empirically can be attributed to the vast group of teachers seem to be somewhat unfitting for the group of science teachers. Since science teachers are taught to set up experiments, taught to use tools of measurement and also using machines quite expertly and also being trained in the use of mathematics it is a reasonable assumption that the code S-A-E vocational might not be suitable to describe all types of teachers equally. Abel as well as Kaub et al. looked at vocational personalities according to fields of study and found a different distribution for pre-service science teachers. Both found slightly different codes for pre-service teachers of different subjects [Abel, 1997; Kaub et al., 2012]. In Kaub’s study the group of science teachers showed significant deviations from the S-A-E. The study also revealed significant effects between teachers of different subjects in the fields: reasoning, spatial sense and perceptual speed. 2 The studies of Kaub et al. and Abel show that there is empirical evidence suggesting that pre-service science teachers might be somewhat different to the averaged pre-service teacher cohort described by the traditional S-A-E coding. In Kaub’s cohort results showed (see table 3.1) that the group of teachers that studied natural sciences only, are more accurately described by the code S-I-E (social, investigative, enterprising). Compared to the vocational personality of the average teacher student, scienceteacher students are considerably higher associated with the realistic and the investigative fields while being much less associated with the artistic field. With the exception of the enterprising domain, mixed type pre-service teachers 3 on the other hand find themselves somewhat in
Ms Kate Nelson regards her science subject as just part of her job and she is not interested in professional development. She uses prepared lessons and standard teaching materials and often avoids interacting directly with students. Ms Kate Nelson is an enthusiastic teacher.
School science includes all school sciences courses referring to the domains of physics, chemistry, biology, Environmental science or geology, space science or astronomy, applied sciences and technology either taught in your curriculum as separate science subjects or taught within a single ‘integrated-science’ subject. It does NOT include related subjects such as mathematics, psychology, economics, nor possible Earth science topics included in geography courses. The term school science has been used to explicitly distinguish from science in the wider world. Please consider this distinction.
School science includes all school sciences courses referring to the domains of physics, chemistry, biology, Earth science or geology, space science or astronomy, applied sciences and technology either taught in your curriculum as separate science subjects or taught within a single ‘integrated-science’ subject. It does NOT include related subjects such as mathematics, psychology, economics, nor possible Earth science topics included in geography courses. The term school science has been used to explicitly distinguish from natural science. Please consider this distinction.
methodologies facilitate science understanding and the development of scientific competences, offering strategies to overcome academic failure and to ensure students’ scientific literacy. A review of the Spanish projects with a focus on science education carried out in the last twenty years, shows very few initiatives explicitly based on the application of IBL approaches, pointing out a potential way to improve science learning. In the present paper, we describe a work aimed at promoting IBL methodologies among teachers. The main purpose is to make prospective teachers aware of the benefits associated with this kind of pedagogies, through offering them the opportunity to live an IBL experience and to reflect on practice.