Teachers' conceptions and misconceptions concerning three natural phenomena

Eve Kikas

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Science Education and Pedagogy Evolution and Science Education Science Education and Perceptions

Abstract

Abstract This study focuses on the conceptions of trainee, primary, and subject teachers about three phenomena: the motion of objects, seasonal changes, and aggregate changes of matter. A total of 198 participants completed a questionnaire concerning two types of tasks. First, teachers evaluated the adequacy of a given explanation as compared to their knowledge of the contemporary scientific explanation. Four types of explanations were provided: a simple description, description with terms, an explanation with misconception, and a scientific explanation. Second, respondents answered multiple‐choice questions and substantiated their choices. The findings showed not only various misconceptions but also differences between the phenomena and the teacher groups. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 432–448, 2004

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2002Multimedia Learning 2001Multimedia Learning 1994Constructing Scientific Knowledge in the Classroom 1994Capturing and modeling the process of conceptual change 1982Students’ preconceptions in introductory mechanics 2010Constructing scientific knowledge in the classroom 1993Making Sense of Secondary Science: Research into children's ideas 1994Making Sense of Secondary Science

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