Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection

This study examined pre-service primary teachers’ (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry NOSI. The participants were 40 PPTs attending science education course during semester. consisted of pre-test/post-test design approach framed qualitative methods. intervention nine 90-minute sessions which addressed NOS aspects through explicit-reflective combined with implementation tasks set everyday-life contexts. Data collected an open-ended questionnaire both at beginning end they content analysis. main findings suggest that teachers presented naive when entered course, ideas improved considerably most module.