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Journal of Science Teacher Education

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01-10-2008

Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method

Authors: Aaron D. Isabelle, Cornelis de Groot

Published in: Journal of Science Teacher Education | Issue 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.

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Title: Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method
Authors: Aaron D. Isabelle
Cornelis de Groot
Publication date: 01-10-2008
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 5/2008
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9105-8

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

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

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