Printer Friendly

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.
COPYRIGHT 2005 Missouri Academy of Science
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2005, Gale Group. All rights reserved. Gale Group is a Thomson Corporation Company.

Article Details
Printer friendly Cite/link Email Feedback
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
Previous Article:The magneto generator: an introductory physics experiment.
Next Article:Correcting student misconceptions about the cause and prevention of electric shock.

Related Articles
Exploring how students learn organic chemistry. (The scholarship of teaching and learning).
Stability of pre-service science teacher attitudes on science teachers, courses, and classroom methods. (The scholarship of teaching and learning).
Using digital technologies in the science classroom to promote conceptual understanding.
What are microcomputer-based laboratories (MBLs) for? An example from introductory kinematics.
Chicken and the egg: physics first, chemistry next and then biology? Does a science re-evolution make sense for your district?
The effect of instruction with computer simulation as a research tool on open-ended problem-solving in a Spanish classroom of 16-year-olds.
Effects of computer-based laboratory instruction on future teachers' understanding of the nature of science.
Language and second teaching in physics learning.
Physics senior section.
Enhancing conceptual learning through computer-based applets: the effectiveness and implications.

Terms of use | Privacy policy | Copyright © 2019 Farlex, Inc. | Feedback | For webmasters