Science teachers' conceptions of scientific concepts

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dc.contributor.authorSikkes, Ryan Timothy
dc.contributor.supervisorBlack, Kathie
dc.date.accessioned2009-12-16T19:09:59Z
dc.date.available2009-12-16T19:09:59Z
dc.date.copyright2006en
dc.date.issued2009-12-16T19:09:59Z
dc.degree.departmentDept. of Curriculum and Instructionen
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe purpose of this study was to examine practicing teachers' understandings of the use of misconceptions in building new scientific knowledge as well as their personal understandings of common scientific misconceptions. 91 participants from a non-random sample of teachers who teach science at the grades 5 through 8 levels completed a paper-based questionnaire of which 6 were subsequently interviewed. The data collected included demographic data (gender, age, teaching experience, and educational background), a self-assessment of personal content knowledge, a survey of classroom practices utilized, and a series of science ideas that were evaluated as either true or false by the participants. Various relationships between these data were identified. It was found that age and teaching experience had no effect on participants' abilities to identify misconceptions. In addition, participants with more scientific backgrounds were better able to identify misconceptions. Conclusions include the need for explicit instruction about the role of misconceptions in preservice teacher education and through improved professional development opportunities for science teachers.en
dc.identifier.urihttp://hdl.handle.net/1828/1989
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectscience teachersen
dc.subjectscience study and teachingen
dc.subjectmiddle schoolen
dc.subjectBritish Columbiaen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Science--Study and teachingen
dc.titleScience teachers' conceptions of scientific conceptsen
dc.typeThesisen

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