The Structures of the Alternative Conceptions of Preservice Secondary Teachers on Seasonal Changes

Details The Structures of the Alternative Conceptions of Preservice Secondary Teachers on Seasonal Changes The Structures of the Alternative Conceptions of Preservice Secondary Teachers on Seasonal Changes

Mar 2005

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2005jass...22...69o&link_type=abstract

Journal of Astronomy and Space Sciences. Vol. 22, no. 1, 69-88

Astronomy and Astrophysics

Astronomy

Seasonal Changes, Alternative Conceptions, Framework Theory, Distance Theory

Scientific paper

This study was to understand the components that influence preservice secondary teachers' conceptions about "seasonal changes". We selected 74 university science education students among whom 23 were in the second, 23 in the third, and 28 in the fourth year. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had considerable apparent alternative conceptions, and that the 'distance theory' had most important effects on their alternative conceptions. It can be said that preservice secondary teachers' initial models of the seasonal change have their origin in their belief sets (specific theory) related to 'seasonal change', on the basis of which they can interpret their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources of their alternative conceptions for overcoming these alternative conceptions were also discussed. Implications for preservice science teacher education related to the results were discussed.

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