Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method

Autor/inn/en	Isabelle, Aaron D.; de Groot, Cornelis
Titel	Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method
Quelle	In: Journal of Science Teacher Education, 19 (2008) 5, S.417-435 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-008-9105-8
Schlagwörter	Preservice Teachers; Methods Courses; Teacher Education Curriculum; Misconceptions; Teaching Methods; Elementary School Teachers; Responses; Science Instruction; Mathematics Instruction; Technology Education + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Technisch-naturwissenschaftlicher Unterricht
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10