Role-playing for learning to explain scientific concepts in teacher education Juego de roles para aprender a explicar conceptos científicos en formación de profesores

Abstract

This study explores role-playing as a method for learning to teach scienti c concepts through explanation during teacher education. The participants were 38 biology and primary school science student teachers from three Chilean universities. They were involved in the simulation of teaching, playing the roles of teachers, pupils and assessors in small groups; they mutually assessed each other and implemented their explanations. Fourteen role-playing sessions were analyzed including three focus groups at the end of the experience. The explanations were analyzed in their structural and representational elements, which could involve aspects of nature and or history of science. Qualitative analysis was conducted following the processes of Grounded Theory. Results showed post explanation to be more structured and richer in resources. The participants recognized and identi ed their explanations as models that might change. However, they did not incorporate elements related to history or nature of science. This study concluded that although role-playing of teaching and peer assessment are useful social activities for promoting rehearsal of teaching practice - and improving some aspects of explanations - a different strategy is needed for incorporating all the elements. The implications for initial teacher education and science teaching research are discussed.