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

Article

DOI: 10.1007/BF03174735

Cite this article as:
Akerson, V.L. & Reinkens, K.A. J Elem Sci Edu (2002) 14: 29. doi:10.1007/BF03174735

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.

Copyright information

© Springer 2002

Authors and Affiliations

  1. 1.Indiana UniversityBloomington
  2. 2.Washington State UniversityUSA