The need for change in elementary school teacher training: the case of the energy concept as an example

Trumper, Ricardo

doi:10.1080/0013188970390204

Cited by 20 publications

(25 citation statements)

References 38 publications

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“…As Trumper (1997) has found, many primary teachers' science knowledge base is deficient. Ginn and Waters (1995) argue that primary teachers should have a sound conceptual knowledge base in order to implement effective problem-solving strategies in the primary science classroom.…”

Section: Discussionmentioning

confidence: 98%

Primary Student Teachers' Ideas about Teaching a Physics Topic

Ahtee

Johnston

2006

Scandinavian Journal of Educational Research

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This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils' thinking and process skills needed in a physics topic. Therefore they will have problems constructing learning environments that encourage pupils to take active control of their learning. In order to develop effective pedagogical content knowledge it is of the utmost importance that the science educators responsible for physics courses pay special attention to the promotion of favourable attitudes towards the teaching of physics topics. This can be done by focusing on how to teach some basic familiar topics. Quality, not quantity, is important in focusing on both subject knowledge and pedagogical content knowledge. The construction of pedagogical content knowledge is a complex interrelationship of attitudes, subject, and pedagogical knowledge. All three of them need to be developed to enable students to confidently and effectively teach young children.

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Section: Discussionmentioning

confidence: 98%

Primary Student Teachers' Ideas about Teaching a Physics Topic

Ahtee

Johnston

2006

Scandinavian Journal of Educational Research

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“…In general, it has been found from these studies that environmental awareness among teachers is generally fair, although their reasoning of the underlying causes of environmental problems appears to be poor [26]. Regarding energy conceptions among teachers, Trumper [27] indicated that elementary school teachers in Israel had several misconceptions of energy and that their conceptual clarity of energy did not follow the scientifically accepted concepts. Diakidoy and Iordanou [23] also found that the knowledge of energy as a scientific concept among teachers and pre-service teachers in Cyprus was not very satisfactory and that the teachers had difficulties in distinguishing between concepts such as "energy" and "force".…”

Section: Literature Reviewmentioning

confidence: 98%

Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey

et al. 2014

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Teachers' knowledge and perceptions of bioenergy, and their motivation to teach such a topic, can largely determine the success of implementing bioenergy related education in schools. The study aimed to explore science teachers' knowledge and perceptions of bioenergy in India. A questionnaire-based survey was conducted among 28 science teachers from four urban schools in India. Results indicated that the science teachers were fairly knowledgeable regarding bioenergy and they also demonstrated positive perceptions of bioenergy. In addition, they were positive towards the prospect of receiving more information to increase their own knowledge of bioenergy. However, the science teachers appeared to have some misconceptions regarding the issue of CO2 emission from using bioenergy. It also emerged that although the existing Science syllabus for Grade X in Indian schools includes a topic on bioenergy, the majority of the science teachers were not aware of it. Policy makers and educators are recommended to provide science teachers more support to improve their capacity for teaching energy and environmental topics in schools in India. In addition, an improvement of the current learning and teaching environment in Indian schools could help teachers to deliver energy and environmental education more effectively to their students. OPEN ACCESS Resources 2014, 3 600

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“…Numerous studies were conducted on this issue in order to reveal students' existing perceptions of energy concept (e.g. Watts, 1983;Duit, 1984;Driver & Warrington, 1985;Finegold & Trumper, 1989;Trumper, 1993Trumper, , 1996Trumper, , 1997aTrumper, , 1997bTrumper, , 1998Trumper & Gorsky, 1993;Goldring & Osborne, 1994;Odell, 1997;Konuk & Kılıç, 1999;Papadouris et al, 2004;Küçük et al, 2005;Köse et al, 2006;Ünal Çoban, et al, 2007;Hırça et al, 2008;Yuenyong et al, 2008;Boylan, 2008). As a result of these studies, different findings and results were obtained regarding the alternative conceptions of students.…”

Section: Introductionmentioning

confidence: 99%

A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy

Kurnaz

Arslan

2011

Int J Phys & Chem Ed

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Since science education researchers, teachers, curriculum developers, and policy makers elsewhere, who have, or plan to use energy concept in their studies may have a busy schedule to track related studies, a review and synthesis of the studies of alternative conceptions of students about the energy concept are valuable for them. Therefore, the present paper presents a detailed thematic review of students’ alternative conception studies about the energy concept to highlight relevant people on the studies’ needs, methods, general knowledge claims and implications. Hereby, we may compile and notice where we are on students’ alternative conceptions related with energy concept. To this end, each study was described by using a thematic matrix. The aim of alternative conception studies about energy concept generally have been to emerge students’ understanding, determine appropriate age to teach energy concept, and compare understanding based on age or culture. While the methods of studies on exploring students’ understanding consist of interviews, paper and pencil surveys, and free writing, their analysis consist of classification, comparison, statistical, description, interpretation and praxeological. In light of the general knowledge claims, it can be deduced that most of the studies has highlighted that students have alternative conceptions about energy concept. The studies under investigation generally recommended taking into account their findings in teaching processes.

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The need for change in elementary school teacher training: the case of the energy concept as an example

Cited by 20 publications

References 38 publications

Primary Student Teachers' Ideas about Teaching a Physics Topic

Primary Student Teachers' Ideas about Teaching a Physics Topic

Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey

A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy

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