Pre-service primary teachers' constructed knowledge of physical science concepts in Singapore, Taiwan and the U.S.

Abstract

Science education researchers have shown considerable interest in student interpretations of science phenomena. Results of their research make it evident that many students hold shared views of science quite different from those generally accepted by the scientific community and that these personal constructed views are often retained into adulthood. This paper reports on the assessment of pre-service primary teachers’ constructed views on selected physical science concepts. Data were gathered from Singapore, Taiwan and the U.S. using a two- tier test. Comparisons are drawn between countries and in the case of US data, over time.