Study of personal and consensual knowledge progression around the notion of living being in student teachers

Abstract

This work analyses the knowledge progression of future primary school teachers around the living being model. The analysis is carried out based on the results of four activities included in a didactic sequence designed from a science modelling approach. Two of them were based on a questionnaire administered at the beginning and end of the implementation in the classroom, while the other two collected information about the living being model done in group at the beginning and end of the proposal. The beginning-end comparison determined what extent the participants' ideas progressed throughout the course. In general, the students experienced an improvement in the management of this model, both personally and in groups, although not all aspects are considered satisfactory. This shows the need to change the sequence with a view to future implementations.