Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

Şenocak, Erdal

doi:10.14221/ajte.2009v34n4.3

Cited by 7 publications

(7 citation statements)

References 28 publications

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“…This statement also supports findings by Senocak (2009), who indicated that children will respond positively, have greater attention and ultimately learn more if the teacher has enthusiasm for the topic.…”

Section: Attitudessupporting

confidence: 86%

“…(Interview Student 5) This student's experience may not be uncommon amongst pre-service teachers as research has found that the teaching strategies used in many Australian high schools are unlikely to engage students, and probably contribute to their negative views of science (Goodrum, Hackling, & Rennie, 2001;Tytler, 2007). Lawrence & Palmer (2003) and Senocak (2009) also argued that for many pre-service teachers their own experiences at school can overshadow their science experiences during their teaching degree and negatively affected their approach to teaching science.…”

Section: Beliefs About Teaching Sciencementioning

confidence: 99%

See 1 more Smart Citation

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Cooper¹,

Kenny²,

Fraser³

2012

International Journal of Science Education

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Section: Attitudessupporting

confidence: 86%

Section: Beliefs About Teaching Sciencementioning

confidence: 99%

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Cooper¹,

Kenny²,

Fraser³

2012

International Journal of Science Education

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“…This is intended to contribute to providing learning environments that inherently hold the potential to foster professional knowledge and motivational orientations concerning multiple disciplines-in this case, biology, chemistry, physics and technology-simultaneously. Not only does this take into account the interdisciplinary nature of General Studies [3], but it may also be a possible solution to making the most profitable use of the limited time often allotted to this broad subject in university teacher education [43,44] [22][23][24][25][26][27][28] the pretest results indicate rather low declarative CK of pre-service primary teachers in science and technology. Regarding the relevance of teachers' CK for the development of PCK and the teaching activities [55,58,68] as well as the difficulty level of the items, a dilemma of primary teacher education becomes apparent.…”

Section: Discussionmentioning

confidence: 99%

“…As described above, primary teachers' CK and ASCs in biology, chemistry, physics and technology play an essential role in supporting pupil learning in General Studies classes [21,68,90,107]. However, pre-and in-service primary teachers' CK and ASCs in these disciplines tend to be low [17,18,20,[22][23][24][25][26][27][28]. Previous research (see Section 1.3) suggests that interdisciplinary courses have the potential to positively develop their CK and ASCs regarding several of these disciplines.…”

Section: Aim Of the Studymentioning

confidence: 99%

Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

2021

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Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.

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“…Yalcin (2012) reported that pre-service primary science teachers had an inadequate understanding and some common misunderstandings regarding vaporization. Senocak (2009) revealed that primary school teachers with non-science backgrounds had many misconceptions about boiling phenomena, based on their daily life experiences and an inadequate knowledge of science.…”

Section: Introductionmentioning

confidence: 99%

Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

Seounghey

2015

Chem. Educ. Res. Pract.

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The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation (empirical recognition, identification, and evidence) and reinforcement (applications). However, few reinforcement functions (such as comparison and supposition) or clarification functions (such as extension and contrast) were employed. The evaporation and boiling conceptions of 41 students in the 4th grade, 55 students in the 5th grade, and 28 students in the 6th grade were surveyed. Many students thought of evaporation phenomena under heating conditions as boiling, and the same phenomena without an obvious source of heating as evaporation. This meant that the presence of heating affected the students' conceptions of evaporation and boiling. In this study, the students were presented with clarifying functional examples that were not included in the textbooks. After exposure to these examples, many students revised their misconceptions and adopted scientific conceptions. Previous studies have argued that students must be able to reason from a microscopic point of view to understand evaporation and boiling phenomena; however, the tested students were able to classify the two different phenomena after experiencing appropriate functional examples.

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Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

Cited by 7 publications

References 28 publications

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

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