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Peer reviewed Peer reviewed
ERIC Number: EJ446436
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Variable Uses of Alternative Conceptions: A Case Study in Current Electricity.
Heller, Patricia M.; Finley, Fred N.
Journal of Research in Science Teaching, v29 n3 p259-75 Mar 1992
Fourteen elementary and middle school teachers from an inservice physics course were found to share a common core of strongly held propositions that formed a coherent, but incorrect and contradictory, model of the sequential flow of electrical current. Theoretical and practical implications of these teachers' beliefs with respect to both instructional techniques and curriculum design are discussed. (17 references) (JJK)
Descriptors: Curriculum Development, Electric Circuits, Electricity, Elementary School Teachers, Inservice Teacher Education, Middle Schools, Misconceptions, Physics, Postsecondary Education, Science Education, Science Instruction, Science Teachers
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Beliefs Study