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Preservice Teachers’ Exploration of Children’s Alternative Conceptions: Cornerstone for Planning to Teach Science

机译:职前教师对儿童另类观念的探索:计划教科学的基石

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摘要

Investigation involving children’s understandings of scientific concepts have been a dominant area of research in science education over the last 2 1/2 decades. One fruitful outcome of these studies is to alert teachers to difficulties in learning science. Although this information is commendable in highlighting their existence, not much is presented on how to deal with the alternative conceptions. It is generally believed that teachers tend to teach the way they were taught, and breaking this cycle requires different emphasis on pedagogy in teacher education. The focus of this article is on preservice teachers’ experiences in a science education course as they explore the importance of children’s alternative conceptions and in using such knowledge to make decisions about teaching.
机译:在过去的2 1/2年中,涉及儿童对科学概念的理解的调查一直是科学教育研究的主要领域。这些研究的一项富有成果的结果是提醒教师学习科学的困难。尽管此信息突出显示了它们的存在,值得称赞,但有关如何处理替代概念的介绍却很少。一般认为,教师倾向于以他们所教的方式进行教学,而打破这种循环需要对教师教育中的教学法给予不同的重视。本文的重点是在职前教师在科学教育课程中的经验,他们探索儿童替代观念的重要性,并利用这些知识做出有关教学的决定。

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  • 来源
    《Journal of Science Teacher Education》 |2006年第3期|291-307|共17页
  • 作者

    Rose M. Pringle;

  • 作者单位

    College of Education University of Florida Gainesville FL 32611-7048 U.S.A;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 入库时间 2022-08-18 01:32:59

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