Pre-service primary school teachers’ preconceptions in

science

Dr. Maeve Liston

Lecturer in Science Education, Mary Immaculate College

Senior Research Fellow at the NCE-MSTL

Mary Immaculate College Research Seminar

September 3rd 2013

Aims of Research

To assess pre-service primary school teachers’ preconceptions/ideas in science

scientific knowledge and cognition of key concepts in science

The design of Diagnostic Tests

The design and implementation of Conceptual Science Lectures/Workshops with the aim of improving students conceptual understanding of science

What are misconceptions?

Alternative conceptions (Gilbert & Swift 1985).

Alternative Frameworks (Driver & Easley 1978)

Misconceptions can influence subsequent learning and can be highly resistant to change

(De Leeuw 1993; Garnett et al. 1995; Hammer 1996)

Preconceptions (Hashweh 1988)

There is no gravity on the moon

What causes misconceptions?

Life Experiences

‘Young children have firmly held views

about many Science topics prior to being taught Science at school’ (Osborne & Wittrock 1983).

‘Many difficulties in Science learning have their origin in the knowledge pupils have acquired prior to instruction’ (Gil-Perez & Carrascosa 1990).

What causes misconceptions?

Life Experiences Batteries contain electricity as they can power devices

batteries contain chemical potential energy which can be converted to electrical energy.

When a puddle dries up, the water has disappeared from the puddle

it has evaporated. Only smooth, shiny objects like mirrors reflect light; dull and rough

objects do not reflect light.

Dull objects do reflect light, otherwise we would not be able to see them.

A substance becomes cold because it gains coldness

A substance becomes cold because it loses heat.

What causes misconceptions? Scientific Language (Duit & Treagust 1995)

‘due to students confusing the interpretation of everyday language with specific scientific language’

(Gilbert et al. 1982)

Portmanteau Words, have dual meanings

(Weight, Field) Everyday words used in a science context

(Linear, Matter, Spontaneous)

What causes misconceptions?

Text Books and Instructional learning by teachers

Erroneous concepts propagated by teachers and by text books (Yip 1998; Abimbola & Baba 1996; Hill 1988; Kikas 2004).

Teachers hold many misconceptions that they pass onto their pupils (Gover et al 1989; Taber & Tan 2011; Yip 1998; Barass 1984).

Murphy and Smith (2012): that high percentages of pre-service primary teachers will enter the teaching profession with similar inaccurate conceptions of science as the students they will be teaching.

So why can’t we just teach them the correct information? ‘If new materials conflict with earlier misconceptions, the

students may ignore or distort the new information so that it fits into their old framework or understanding’ (American Psychological Association 10992; Garfield 1995).

‘All new learning depends on previous learning. If their preconceptions are not engaged, students may fail to grasp new concepts’ (Mestre 2001; Halikari & Nevgi 2010).

In science, best learning takes place

from correcting errors (Pinkerton 2005)

Pre-service teachers Pre-conceptions Need to become aware of their own and

possible pupil preconceptions so that they can eliminate any possible misconceptions they may have.

Kruger, Palacio and Summers 1990; Kruger and Summers 1989; Loyd et al., 1998; Mant and Summers 1993; 1995; Parker and Heywood 1998; Stevens and Wenner 1996; Tekkaya et al. 2004; Tatar 2011).

High level of competences leaving ITE (Teaching

Council 2011)

Conceptual Understanding Course Methodology Diagnostic tests (multiple choice) were developed based on

published research, which tested and challenged the students’ conceptual understanding and misconceptions in science (Heat, Sound, Light, Electricity, Forces).

Completed these conceptual understanding tests at the beginning of a topic.

Students carried out peer learning activities which were designed to reinforce their knowledge on the specific concepts and to eliminate any misunderstandings they may hold.

The conceptual understanding tests were administered again at the end of the topic.

Questions on Heat

When you open the door and stand in front of a fridge. Cold air moves outwards from the fridge on to your face.

A: True B: False C: I don’t know N=249

Pre-Workshop

% Correct

% Incorrect

% I Don’t Know

39 59 2

I have two bricks made from the same kind of clay, but one is large and the other is small. Suppose I put them both in an oven at 120ºC for a few hours. What will the temperature of the two bricks be?

A. The Smaller brick will be much warmer than the larger brick.

B. The larger brick will be much warmer than the smaller brick.

C. They will both be of the same temperature D. I Don’t Know

Questions on Heat

 Pre-Workshop

% Correct

% Incorrect

% I Don’t Know

Question 1

58 41 1

Questions on Heat

On a frosty day Sally noticed the metal part of the handlebars of her bicycle felt colder than the white plastic grips. Can you explain why the metal part of the handlebar feels colder than the grips?

A: Metal is colder because it absorbs more cold than the plastic. B: Metal is colder than plastic because cold passes through it

more quickly than plastic. C: Metal take in heat more quickly than the plastic. D: Plastic takes in heat more quickly than the metal. E: I don’t know

N=249

 Pre-Workshop% Correct % Incorrect % I Don’t Know

13 80 7

On a hot day or in a hot room, fans keep us cool because they blow cold air onto our faces.

A: True B: False

C: I don’t know

Questions on Heat

 Pre-Workshop

% Correct

% Incorrect

% I Don’t Know

Question 1

51 46 3

If I left a glass of water for a few hours in room and I wrap it with an insulating material (plastic, wool, cotton wool), then the water will heat up.

A: True B: False C: I don’t know

Questions on Heat

 Pre-Workshop

% Correct

% Incorrect

% I Don’t Know

Question 1

63 32 5

Questions on Heat If I leave two blocks of ice on the table, one block of

ice is covered with wool and the other is not wrapped with anything.

A: The block of ice wrapped in the wool will melt more quickly.

B: The block of ice that is not wrapped with anything will melt more quickly

C: They will both melt at the same rate.

 Pre-Workshop%

Correct%

Incorrect% I Don’t

Know

Question 2 28 68 4

Concepts on Heat %

Correct Pre

% Correct

Post Heat is a form of energy 39 99

Heating materials to a specific temperature 58 99

Mixing liquids of the same temperature 96 99

Mixing liquids of different temperatures 69 75

Movement of heat 55 70

How fans work 51 96

Conductors v’s Insulators 13 59

How insulating materials work 63 94N=249

Questions on Light

If you were sitting in a completely dark room could you see?

A: Yes B: No C: I don’t know

N=153

If a white cat was sitting in a dark room could you see it? A: Yes B: No C: I could only see its eyes D: I don’t know

Pre-

Workshop

%

Correct

%

Incorrect

% I Don’t

Know

Question 1. 31 67 2

Question 2 28 67 5

Questions on Light Examine the picture’s Which one drawing that best

describes how you believe

an eye sees a bird.

N=153

%

Correct

%

Incorrect

% I

Don’t

Know

41 54 5

Concepts on Light% Correct

Pre

% Correct

Post

How light travels from its source 74 97

Seeing in the dark? 31 93

Seeing a white cat in the dark? 28 96

How the eye uses light to see 41 95

Movement of light from source to a screen 47 80

Reflection (types of surfaces) 68 86

Reflection (reflected images in

mirrors)75 95

N=153

Concepts on Forces%

CorrectPre

% Correct

Post

Does mass affect rate of speed of a falling object? 81 96

Forces being exerted by stationary objects82 99

Gravity on the moon31 95

Forces always act in pairs6 92

Forces acting on a moving object83 98

Forces acting on a stationary object68 82

N= 297

Summary

Conceptual Science Lectures/Workshops were successful in increasing the pre-service primary teachers conceptual understanding in science

Challenging their beliefs and misconceptions Collaborative work and peer learning Student engagement with scientific phenomena Demonstrations

Inform future Science Education Modules

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