Early childhood preservice teachers’ knowledge of micro-organisms and cystitis

Arritokieta Ortuzar-Iragorri; Araitz Uskola; Teresa Zamalloa

doi:10.36681/tused.2024.001

Authors

Arritokieta Ortuzar-Iragorri Faculty of Education, Bilbao
Araitz Uskola University of the Basque Country, Spain
Teresa Zamalloa University of the Basque Country, Spain

DOI:

https://doi.org/10.36681/tused.2024.001

Keywords:

caretaking, diaper, microorganism

Abstract

Health literacy should be developed from early ages, but students, including preservice teachers, hold misconceptions about micro-organisms. The objective of this study was to analyse the knowledge that a sample of 102 Early Childhood Preservice Teachers (PST) had about micro-organisms and about cystitis. The PSTs performed a series of activities that included an inquiry-based laboratory activity. Their knowledge about micro-organisms was assessed by pre- and post- questionnaires, and about cystitis, by analysing the responses to an open-ended pretest, the inquiry reports and the performance of the PSTs when changing nappies on dolls. Results show a better understanding about the micro-organisms at the end of the study. In the case of cystitis, in the pretest PSTs did not identify bacteria as agents, but they did after the inquiry activity, and they also mentioned the proliferation of bacteria. Nevertheless, only 32% of PSTs changed nappies coherently with the knowledge.

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Author Biographies

Araitz Uskola, University of the Basque Country, Spain

PhD in Science (University of the Basque Country (UPV/EHU), 2001). She is a lecturer at the Faculty of Education in Bilbao since 2003, her teaching activity is linked to the Didactics of Experimental Sciences. Her lines of research are the teaching/learning of science (development of scientific competence) and Environmental Education, and she has focused mainly on the development of argumentative competence and critical and systemic thinking of Education degrees university students. In this field, she has directed 5 educational innovation projects. She is currently researching student performance in scientific practices (mainly regarding the use of evidence and argumentation, and modelling) within the framework of the development of scientific competence. She has 2 six-year research periods recognised by the National Commission for the Evaluation of Research Activity in the field of Education, has directed several research projects, and is the head of a UPV/EHU research group.
Teresa Zamalloa, University of the Basque Country, Spain

PhD in Science with European mention (University of the Basque Country (UPV/EHU), 2007). Lecturer at the Faculty of Education in Bilbao since 2008, her teaching activity is linked to the Didactics of Experimental Sciences. Her lines of research are the teaching/learning of geology (teacher profile, interpretation centres and student attitudes) and the teaching/learning of science (development of scientific competence). She is currently researching students' performance in scientific practices within the framework of developing scientific competence.

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