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Preparing preservice elementary teachers to teach for conceptual change: A case study

  • Published:
Journal of Elementary Science Education

Abstract

This study followed a preservice teacher in his attempts to design and deliver conceptual change chemistry instruction in the context of an action research project. It was found that the preservice teacher identified student misconceptions through journal writings and class discussions. He addressed student ideas with classroom activities designed to confront current understandings to influence change. The university researcher identified influences that impacted teaching for conceptual change, and implications are made for helping new teachers teach for conceptual change.

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Authors and Affiliations

  1. Indiana University, Wendell W. Wright Education Building 201 N. Rose Avenue, 47405-1006, Bloomington, IN

    Valarie L. Akerson

  2. Washington State University, Washington, USA

    Kirk A. Reinkens

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  1. Valarie L. Akerson
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  2. Kirk A. Reinkens
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Correspondence to Valarie L. Akerson.

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Akerson, V.L., Reinkens, K.A. Preparing preservice elementary teachers to teach for conceptual change: A case study. J Elem Sci Edu 14, 29–45 (2002). https://doi.org/10.1007/BF03174735

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