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Physical science misconceptions: Moving from identification to intervention
Citation
Riley, J. P., Yap, K. C., Toh, K.-A., Boo, H. K., & Ho, B. T. (2006). Physical science misconceptions: Moving from identification to intervention. In Y. J. Lee, A. L. Tan, & B. T. Ho (Eds.), Proceedings of ISEC 2006: Science education: What works [CD-ROM] (pp. 752-756). National Institute of Education (Singapore).
Author
Riley, Joseph Philip
•
Yap, Kueh Chin
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Toh, Kok Aun
•
Boo, Hong Kwen
•
Ho, Boon Tiong
Abstract
Research indicates that physics misconceptions develop early in life and often continue through adulthood despite the efforts of even the best education. This means that teachers, who have not had the benefit of tertiary science courses, often hold the same misconceptions as their students. Conceptual change interventions with young learners generally report disappointing results. Little research exists regarding success of interventions with young adults. This study focuses on preservice primary teachers and addresses theses questions: Can knowledge of learners’ alternative conceptions be applied in instructional interventions to encourage conceptual change? Will preservice elementary teachers evidence conceptual change after involvement in discussions with peers holding different views on the concept? This study used the results of pre-service teachers’ responses to physical science, two-tier test items to assign them to discussion groups. Group members were then challenged to try to reach consensus through argument and persuasion. Preservice elementary teachers in Singapore, and the United States were involved in the initial study and Singapore primary pre-service teachers in this follow up.
Date Issued
November 2006
Description
This paper was presented at the International Science Education Conference (ISEC) 2006, held in Singapore from 22 - 24 Nov 2006.