Preservice Secondary Science Teachers' Conceptions of the Nature of Science [electronic resource] : By Investigating Their Concept Maps and Final Reflection Paper / Young-soo Kim, Paul J. Germann and Martha Patton.
This paper reports on the analysis of concept maps of the nature of science constructed by preservice secondary science teachers during a semester-long reflective process. During the 16-week fall semester of 1996, 17 students were enrolled in a 5-credit course. After analyzing all students' con...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1998.
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| 100 | 1 | |a Kim, Young-soo. | |
| 245 | 1 | 0 | |a Preservice Secondary Science Teachers' Conceptions of the Nature of Science |h [electronic resource] : |b By Investigating Their Concept Maps and Final Reflection Paper / |c Young-soo Kim, Paul J. Germann and Martha Patton. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 20 p. | ||
| 500 | |a ERIC Document Number: ED419678. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (71st, San Diego, CA, April 19-22, 1998). |5 ericd. | ||
| 520 | |a This paper reports on the analysis of concept maps of the nature of science constructed by preservice secondary science teachers during a semester-long reflective process. During the 16-week fall semester of 1996, 17 students were enrolled in a 5-credit course. After analyzing all students' concept maps, students were classified as either good mappers or poor mappers. Two students were selected to investigate conceptual development and change from their initial concept maps to their final reflection paper. These case studies reveal some issues that need to be sorted out, including: (1) students did not revise their concept maps over the semester; (2) the issue of the value of science remained unsettled; (3) students focus more on the instability of scientific knowledge rather than on its stability; and (4) few students integrate the scientific assumptions discussed in class into their concept maps or papers. These findings have the potential to inform understanding of how to prepare science teachers. Contains 19 references. (DDR) | ||
| 650 | 1 | 7 | |a Concept Formation. |2 ericd. |
| 650 | 1 | 7 | |a Concept Mapping. |2 ericd. |
| 650 | 0 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Educational Strategies. |2 ericd. |
| 650 | 0 | 7 | |a Epistemology. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Knowledge Representation. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Reflective Teaching. |2 ericd. |
| 650 | 0 | 7 | |a Scientific Methodology. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Secondary School Science. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education Curriculum. |2 ericd. |
| 700 | 1 | |a Germann, Paul J. | |
| 700 | 1 | |a Patton, Martha. | |
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