Physics Education in Science Training of Primary School Teachers

Borghi, Lidia; Ambrosis, Anna De; Massara, C. I.

doi:10.1080/0261976910140107

Cited by 14 publications

(2 citation statements)

References 7 publications

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“…Confronted by new problems, challenges and dilemmas, a teacher struggles to resolve them in ways that are consistent with the understanding he/she brings to the problem at hand. Teaching therefore becomes a search for a more settled, rather than a more effective, practice; whenever teachers are uncomfortable with a particular activity they have planned, they resort to direct teaching from the textbook (Borghi, De Ambrosis and Massara, 1991). The research outlined above has shown that there is a serious discrepancy between student teachers' understanding of energy and the accepted scientific concept, irrespective of whether they are science or non-science oriented.…”

Section: Discussion and Educational Implicationsmentioning

confidence: 97%

The need for change in elementary school teacher training: the case of the energy concept as an example

Trumper

1997

Educational Research

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Do students in pre-service training programmes as elementary school teachers hold the correct scientific views, which will eventually allow them to plan and implement instructional strategies which, in turn, will lead their future pupils to achieve a scientific concept of energy? The results of a cross-college age study dealing with this issue is discussed in this paper. The energy conceptions of the students were analysed by means of a two-part written questionnaire, presented to them during the first week of the second semester. The most important findings of this study can be summarized as follows; students in pre-service training as elementary teachers: (1) hold a number of alternative conceptual frameworks when describing physical situations, rather than the accepted scientific concept;(2) mostly think that energy is a concrete entity; (3) mostly do not accept the idea of energy conservation; (4) mostly do not accept the idea of energy degradation; (5) are ambiguous in their recognition of different types of energy; and (6) mostly confuse the concepts of energy and force.

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Section: Discussion and Educational Implicationsmentioning

confidence: 97%

The need for change in elementary school teacher training: the case of the energy concept as an example

Trumper

1997

Educational Research

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“…With the launch of Sputnik in 1957, studies related to astronomy education gained momentum (Bishop, 2006). Developed countries restructured their educational programs so as not to fall behind in the space race and to bring the community into science concepts (Borghi, De Ambrosis, & Massara, 1991;Department of Employment, Education and Training, 1989;National Research Council, 1996;Orpwood & Souque, 1985; Secretary of State for Education and Science, 1983;Tomorrow 98, 1992). For this purpose, they made use of the visual richness of astronomy.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Conceptions of Specific Astronomy Concepts: A Longitudinal Investigation

Türk¹,

Şener²,

Kalkan³

2015

jsss

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The aim of this study is to determine the changes in the knowledge of pre-service Primary and Science teachers related to basic astronomy concepts occurring after four years of undergraduate study in education and the extent of and reasons for these changes. For this purpose, a "Basic Astronomy Test" involving 14 questions was administered to the pre-service Primary and Science teachers by education faculty members in the Black Sea Region of Turkey in the first (2009) determine whether achievement levels of pre-service teachers in basic astronomy concepts are related to the teaching program, year and their gender. Data analysis revealed that although the knowledge of basic astronomy topics of the students attending a program for Primary and Science teaching were the same in the first year of education, a statistically significant difference was observed in the knowledge levels of pre-service Science teachers after a four-year undergraduate education. In addition, the study also revealed that pre-service teachers had some misconceptions about basic astronomy concepts in their first year of undergraduate education. We observed a decrease in a number of these misconceptions, but others remained unchanged at the end of a four-year of education. It is recommended to include an astronomy course in the curriculum of the Primary teaching program and to increase the hours of the astronomy courses in the curriculum of the Science teaching program.

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Teaching future teachers basic astronomy concepts—seasonal changes—at a time of reform in science education

Trumper

2006

J. Res. Sci. Teach.

122

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Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun–Earth–Moon relative movements like Moon phases, Sun and Moon eclipses, and others. The activities and results concerning the cause of seasonal changes are reported. Both the experimental class and the control groups improved their grasp of basic astronomy concepts statistically significantly, although the experimental class made the most impressive progress of all. Regarding subjects relevant to this study (seasonal changes), only the experimental class showed a statistically significant improvement, which justifies the constructivist approach. We conclude that in implementing a reform in the science curriculum, the change has to include the subjects taught and also the way they are taught. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 879–906, 2006

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Physics Education in Science Training of Primary School Teachers

Cited by 14 publications

References 7 publications

The need for change in elementary school teacher training: the case of the energy concept as an example

The need for change in elementary school teacher training: the case of the energy concept as an example

Pre-Service Teachers’ Conceptions of Specific Astronomy Concepts: A Longitudinal Investigation

Teaching future teachers basic astronomy concepts—seasonal changes—at a time of reform in science education

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