Elementary Pre-Service Teachers' Conceptual Understanding of Dissolving: A Vygotskian Concept Development Perspective

Autor/inn/en	Harrell, Pamela; Subramaniam, Karthigeyan
Titel	Elementary Pre-Service Teachers' Conceptual Understanding of Dissolving: A Vygotskian Concept Development Perspective
Quelle	In: Research in Science & Technological Education, 33 (2015) 3, S.304-324 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2015.1027188
Schlagwörter	Elementary School Teachers; Concept Formation; Interviews; Freehand Drawing; Personal Narratives; Intervention; Student Attitudes; Misconceptions; Scientific Concepts; Science Instruction; Methods Courses; Familiarity; Prior Learning; Pedagogical Content Knowledge; Learning Theories; Concept Mapping; Correlation; Teacher Education + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Drawing; Zeichnen; Erlebniserzählung; Schülerverhalten; Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Vorkenntnisse; Pädagogische Kompetenz; Learning theory; Lerntheorie; Concept Map; Korrelation; Lehrerausbildung; Lehrerbildung
Abstract	Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01