A Longitudinal Study of Conceptual Change: Preservice Elementary Teachers' Conceptions of Moon Phases

Autor/inn/en	Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.
Titel	A Longitudinal Study of Conceptual Change: Preservice Elementary Teachers' Conceptions of Moon Phases
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 2, S.303-326 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20121
Schlagwörter	Research Methodology; Physics; Data Analysis; Preservice Teachers; Qualitative Research; Astronomy; Concept Formation; Longitudinal Studies; Elementary School Teachers; Science Instruction; Scientific Concepts + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Physik; Auswertung; Qualitative Forschung; Astronomie; Concept learning; Begriffsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This research consists of a longitudinal study of 12 female elementary preservice teachers' conceptual understanding over the course of several months. The context in which the participants received instruction was in an inquiry-based physics course, and the targeted science content was the cause of moon phases. Qualitative research methods, including observations and interviews, were used to investigate and describe participants' conceptual understanding over time. Participants were interviewed on their understanding of the cause of moon phases before instruction, 3 weeks after instruction, and again in delayed post-interviews several months after instruction. Patterns and themes in the participants' conceptual understanding were identified through constant-comparative data analysis. Consistent with results reported earlier, participants who had instruction that included recording and analyzing moon observations over time and psychomotor modeling of changes in moon phases were very likely to hold a scientific conceptual understanding shortly after instruction. The present study indicates a majority of participants continued to hold a scientific understanding six months or more after instruction. However, some participants reverted to alternative conceptions they had shown during the pre-interview. These results are interpreted utilizing contemporary conceptual change theory. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10