Type:

Other

Description:

Pre-service teachers often enter the teaching profession with pre-conceptions about teaching and learning science that are not consistent with contemporary learning theory. To build on this knowledge, we need to identify the beliefs and knowledge that pre-service teachers have about science teaching. In this exploratory study, we investigated pre-service teachers' pre-instructional conceptions of students' prior knowledge. Results indicate that our pre-service teachers held a limited number of conceptions about prior knowledge including a blank slate model of learning

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,Undergraduate (Lower Division),educational aids,Instructor: Pre-service,Physics Education Research,General Physics,Social Sciences,Graduate/Professional,oai:nsdl.org:2200/20061003063713124T,Teacher Preparation,Sample Population,Teacher Characteristics,Informal Education,Higher Education,PERC 2003,Physics,classical mechanics,teacher training,human factors,Ecology, Forestry and Agriculture,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology,Geoscience

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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