Pre-service teachers misconceptions of selected physical science concepts: Assessment and intervention

Abstract

Science education research has shown considerable interest in student interpretations of science phenomena. Results of this research make it evident that groups of students hold shared views of science quite different from those generally accepted by the scientific community and that these alternative views are often retained into adulthood. This paper reports on the assessment of pre-service teachers' physical science misconceptions using a two tier-test. Results of the two-test were then used to place students in discussion groups. Subjects who shared the same conceptions were put together. They were then assigned to groups whose members held alternative conceptions and discussions continued. Findings and classroom implications of this social constructivist approach will be discussed.