Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science

Lemberger, John; Hewson, Peter W.; Park, Hyun‐Ju

doi:10.1002/(sici)1098-237x(199905)83:3<323::aid-sce4>3.0.co;2-e

Cited by 51 publications

(38 citation statements)

References 21 publications

(17 reference statements)

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“…A teacher's reflection on his or her own conceptions is known to be an important factor for there to be a beginning toward changing classroom practice (Briscoe & Wells, 2002). Several studies have found, however, that, depending on the teacher and the context, conceptions and practices are often out of phase with each other, and even plainly in contradiction, and that changes in one are not necessarily accompanied by a change in the rest (Freitas et al, 2004;Lederman, 1992;Marx, Freeman, Krajcik, & Blumenfed, 1998;Mellado, 1997Mellado, , 1998Meyer, Tabachnick, Hewson, Lemberger, & Park, 1999;Roehrig & Luft, 2004;Simmons et al, 1999;Solís & Porlán, 2003). There may be no transfer of science teachers' conceptions of science into classroom practice if the teachers lack schemes of practical action that are coherent with their beliefs (Furió & Carnicer, 2002;Gess-Newsome & Lederman, 1993;Lederman, 1999;Tobin, 1993).…”

Section: Discussionmentioning

confidence: 99%

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Da-Silva¹,

Jiménez

Ruiz

et al. 2007

Science Education

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ABSTRACT:We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993 -2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student

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Section: Discussionmentioning

confidence: 99%

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Da-Silva¹,

Jiménez

Ruiz

et al. 2007

Science Education

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“…Many preservice teachers have difficulty in using their new conceptual change experiences in creating new conceptual change lessons for their students (Meyer, Tabachnick, Hewson, Lemberger, & Park, 1999;Stofflett & Stefanon, 1996;Tabachnick & Zeichner, 1999). Tabachnick and Zeichner (1999) analyzed the action research that was conducted by teacher candidates in their field experiences after they completed the conceptual change methods course.…”

Section: Teaching For Conceptual Change In Science Methods Coursesmentioning

confidence: 99%

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

Bulunuz

Jarrett

2009

School Sci & Mathematics

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This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands‐on learning stations, and concept mapping in improving conceptual understanding. Undergraduates in two sections of a science methods course (N= 52) completed an open‐ended survey, giving explanations about the above concepts three times: as a pretest and twice as posttests after various instructional interventions. The answers, scored with a three point rubric, indicated that the preservice teachers initially had many misconceptions (alternative conceptions). A two way ANOVA with repeated measures analysis (pretest/posttest) demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands‐on learning stations approached statistical significance. Concept mapping had an additive effect in building understanding, as evident on the second posttest. The findings suggest useful strategies for university science instructors to use in clarifying science concepts while modeling activities teachers can use in their own classrooms.

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“…Several studies have found, however, that, depending on the teacher and the context, these aspects are often out of phase with each other, and even plainly in contradiction, and that changes in one are not necessarily accompanied by a change in the rest (Lederman 1992;Mellado 1997Mellado , 1998de Jong et al 1998;Marx et al 1998;Meyer et al 1999). Clarke and Hollingsworth (2002) establish four interrelated domains for teachers' educational change --the personal, the external, the practical, and the consequential --involving multiple growth networks, and with changes in one domain not implying changes in the rest.…”

Section: Educational Change In Science Teachersmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

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Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science

Cited by 51 publications

References 21 publications

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

Contributions from the Philosophy of Science to the Education of Science Teachers

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