Conception of Quebec Students in Teacher Education Regarding the Construction Modes of Science Knowledge

Abdeljalil Métioui^1, and Louis Trudel²

¹Département de didactique, Université du Québec à Montréal, Montréal, Canada

²Faculté d'éducation, Université d'Ottawa, Ottawa, Canada

Cite this paper:
Abdeljalil Métioui and Louis Trudel. Conception of Quebec Students in Teacher Education Regarding the Construction Modes of Science Knowledge. American Journal of Educational Research. 2013; 1(8):319-326. doi: 10.12691/education-1-8-9

Abstract

In the present research, we identified the conceptions of 184 students registered in teacher education for the primary order, in relation to construction modes of scientific notions. To characterize their conceptions, we constructed a questionnaire with numerous choices (QCM) regrouping 16 questions. For every question, the student had to encircle the number which corresponds to its choice (1: In disagreement; 2: I do not know or 3: In agreement) besides pointing out the reasons of his choice. Questions were formulated around 4 topics: (1) the objectives of science and its development limits, (2) the role of measure, experimentation and theory in science, (3) the evolution of science: continuity and breakthrough, and (4) logico-mathematical reasoning in sciences. For example, regarding measure, experimentation and theory, their conceptions oscillate between several opposed tendencies, as realism and empiricism. Also, according to the majority, the development of science is uninterrupted and corresponds to an improvement of theories and of laws developed across different epochs and that theory must follow experience.

Keywords:
science knowledge conception teacher education primary school

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