The Physics Preservice Teachers' Preconceptions of Teaching
| Autor: | 施玫君 |
|---|---|
| Rok vydání: | 2000 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 88 The purpose of the study is to probe the teaching preconceptions held by two physics preservice teachers. Research data was collected by means of interviews with the help of questionnaires, concept maps, instructional videotapes as elucidatory references. This study finds that the viewpoints held by physics preservice teachers on nature of science are roughly consistent with what contemporary scientists have. With the science-oriented training they have previously received, nevertheless, they in some cases still hold viewpoints of logic positivism. The study findings also indicate that though with prolonged science education, they still lack overall concepts about scientists and scientific methods. These preservice teachers have established their own fragmental and non- continuous viewpoints about teaching, which still nonconforming with those accepted by scientific society. The findings also indicate their insufficiency in the awareness of science instruction. In addition, preservice teachers believe that they are capable of teaching profession with full confidence in competence or enthusiasm while overlooking the indispensability of adequate knowledge on the subjects and instruction strategies. In summing up, the findings of the study show that physics preservice teachers still lack adequate awareness of science instruction. They tend to show even segmental or contradictory concepts. In short, they have not yet come into unanimous viewpoints about instruction. Besides, they tend to be over-confident as a science teacher. Such immature preconceptions call for educators to redirect into sound concepts by means of strategies of conceptual change, enabling them to definitely cognize the nature of science and science instruction. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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