Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education

Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education

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Abstract:

This study investigates teachers� understanding of misconceptions. Participants failed to consider misconceptions during planning or utilize specific methods to address them during instruction. Implications for teacher education/professional development are discussed.

Most Common Document Word Stems:

teacher (56), student (50), misconcept (48), knowledg (22), understand (20), use (19), instruct (18), scienc (16), scientif (12), teach (12), practic (11), studi (11), develop (11), awar (9), experi (9), concept (9), classroom (9), prior (9), world (9), elementari (9), address (8),

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Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org

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URL:	http://www.allacademic.com/meta/p35936_index.html
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MLA Citation:

Gomez-Zwiep, Susan. and McComas, William. "Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, <Not Available>. 2008-10-09 <http://www.allacademic.com/meta/p35936_index.html>

APA Citation:

Gomez-Zwiep, S. and McComas, W. "Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education Online <PDF>. 2008-10-09 from http://www.allacademic.com/meta/p35936_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study investigates teachers� understanding of misconceptions. Participants failed to consider misconceptions during planning or utilize specific methods to address them during instruction. Implications for teacher education/professional development are discussed.

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Document Type: PDF

Page count: 3

Word count: 1730

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Elementary Teachers’ Understanding of Students’ Prior Knowledge Gomez-Zwiep S. & McComas W.. Statement of the Issue Children come to school having numerous experiences with the natural world. Through these experiences they will develop their own ideas about the rules governing its existence. When the child’s personal ideas conflict with the accepted scientific view the child is said to have a scientific misconception. (Guzetti 2000; Nussbaum 1979; Pine Messer & St. John 2001; Sneider & Ohadi 1998). The research on

their teaching strategies. Preservice teachers need exposure to student misconceptions and the techniques developed to address them. In addition experienced teachers also need opportunities to consider student thinking and look at student misconceptions in their professional development programs. Outcomes and Methods Learner/participant outcomes: The participants will gain an understanding regarding the complexities faced by elementary teachers and science instruction. In addition the session will focus on the level of preparedness of elementary teachers on this issue and the instructional

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