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Journal of Science Teacher Education

Erschienen in:

01.10.2008

Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method

verfasst von: Aaron D. Isabelle, Cornelis de Groot

Erschienen in: Journal of Science Teacher Education | Ausgabe 5/2008

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Abstract

In this study, we determined the effectiveness of the inquiry-based Itakura method for mediating alternate conceptions of preservice elementary teachers (N = 38) in an integrated mathematics, science, and technology methods course. We investigated alternate conceptions in the expansion of solids due to heating. There was a significant increase in participants’ immediate learning gains after participating in the Itakura method. Retention data was gathered after 1, 2, and 3 months. After 3 months, retention levels dropped slightly, but not significantly. Responses revealed that the majority of the participants did not revert back to alternate conceptions after 3 months.

Vorheriger Artikel Making Problematic Standardized Assessment for Teacher Accountability: Using Political Theory to Guide Science Teacher Education Research

Nächster Artikel Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education

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Titel: Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method
verfasst von: Aaron D. Isabelle
Cornelis de Groot
Publikationsdatum: 01.10.2008
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 5/2008
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9105-8

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