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

Autor:	Susan Gomez-Zwiep
Rok vydání:	2008
Předmět:	Science instruction Teaching method 05 social sciences 050401 social sciences methods 050301 education Sample (statistics) Science education Teacher education Education 0504 sociology Concept learning Mathematics education Psychology 0503 education
Zdroj:	Journal of Science Teacher Education. 19:437-454
ISSN:	1573-1847 1046-560X
DOI:	10.1007/s10972-008-9102-y
Popis:	This study sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5. A semistructured interview was used. The interview transcripts were transcribed and coded under the following categories: definition of misconceptions, sources of misconceptions, development of misconceptions, and teaching strategies for addressing misconceptions. The results suggest that, although most of the teachers are aware of misconceptions, they do not understand how they develop or fully appreciate their impact on their instruction.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::bbdc46f1acd49d1fadd943d503b485a1 https://doi.org/10.1007/s10972-008-9102-y Zobrazit plný text záznamu Full text from SpringerLink