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Conceptual change of K-8 science teachers in Force and Motion.

Many research results in science education have shown that the conceptual change of learners is hard to accomplish. Employing different types of evidence including pre- and post-test, formative assessments, videotape, interviews, and observations, we in this study identified some key factors that explain why many K-8 science teachers hold alternative conceptions and why many of these conceptions are resistant to change. Detailed analysis of teachers' understandings, confusions and rethinking processes on buoyant forces of air and water in a professional development course in Science Outreach at Washington University in fall, 2004 is presented. This course is one among many currently under the systematic reform of regional professional development program by intervention of the St. Louis Center of Inquiry for Science Teaching and Learning (CISTL). Also discussed are the teaching strategies used by the course instructors that facilitated, in many cases, and hindered, in some other cases, teachers' conceptual change.

* Shen (1), J., P.C. Gibbons (2) and J.F. Wiegers (3) and A. McMahon (40. (1) Center for Inquiry in Science Teaching and Learning, Department of Education, and Department of Physics, (2) Department of Physics and (3) Science Outreach, Washington University and (4) Riverview Gardens Schools, St. Louis, MO.
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Title Annotation:Physics, Senior Division
Author:Manivannan, Kandiah
Publication:Transactions of the Missouri Academy of Science
Article Type:Abstract
Geographic Code:1USA
Date:Jan 1, 2005
Words:199
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