Modeling Aspects Of Nature Of Science To Preservice Elementary Teachers

Details Modeling Aspects Of Nature Of Science To Preservice Elementary Teachers Modeling Aspects Of Nature Of Science To Preservice Elementary Teachers

Jan 2007

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2007aipc..883...69a&link_type=abstract

2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP Conference Proceedings, Volume 883, pp. 69-72 (2007).

Physics

Physics Education

Research In Physics Education, Teaching Methods And Strategies, Elementary School, Preservice Training

Scientific paper

Nature of science was modeled using guided inquiry activities in the university classroom with elementary education majors. A physical science content course initially used an Aristotelian model where students discussed the relationship between distance from a constant radiation source and the amount of radiation received based on accepted ``truths'' or principles and concluded that there was an inverse relationship. The class became Galilean in nature, using the scientific method to test that hypothesis. Examining data, the class rejected their hypothesis and concluded that there is an inverse square relationship. Assignments, given before and after the hypothesis testing, show the student's misconceptions and their acceptance of scientifically acceptable conceptions. Answers on exam questions further support this conceptual change. Students spent less class time on the inverse square relationship later when examining electrostatic force, magnetic force, gravity, and planetary solar radiation because the students related this particular experience to other physical relationships.

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