How Aware Are Teachers of Students' Misconceptions in Astronomy? A Qualitative Analysis in Belgium

Autor/inn/en	Cox, M.; Steegen, A.; De Cock, M.
Titel	How Aware Are Teachers of Students' Misconceptions in Astronomy? A Qualitative Analysis in Belgium
Quelle	In: Science Education International, 27 (2016) 2, S.277-300 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Misconceptions; Scientific Concepts; Astronomy; Qualitative Research; Science Instruction; Focus Groups; Secondary School Teachers; Science Teachers; Semi Structured Interviews; Foreign Countries; Pedagogical Content Knowledge; Films; Group Discussion; Surveys; Secondary School Students; Knowledge Level; Belgium + Suchen Sie Ihr Suchwort? Missverständnis; Astronomie; Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Pädagogische Kompetenz; Film; Gruppendiskussion; Survey; Umfrage; Befragung; Sekundarschüler; Wissensbasis; Belgien
Abstract	Where previous studies have shown the existence of misconceptions in astronomy, this research focuses on the level of awareness that teachers have of these misconceptions and the possible strategies they use to change the students' mental models. Through focus group interviews with secondary school teachers and semi-structured interviews with teacher managers, this latent knowledge is made more explicit. The main findings suggest that the level of awareness about misconceptions varies considerably among the teachers. In general, the same pattern is found for the teacher managers. Some mental models, for example, the distance model are known by all the teachers whereas others are not known at all. Even though teachers acknowledge the importance of students' preconceptions in general, they have difficulties using their students' prior knowledge in an effective way in their teaching practice. According to the teachers, this is mainly due to a lack of time and difficulties experienced with differentiation. Suggestions are made to raise awareness on the one hand via teacher managers and teacher training programs for preservice, as well as inservice, teachers and to avoid further misconceptions on the other hand via a proper use of images in textbooks. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01