NotesFAQContact Us
Search Tips
ERIC Number: ED354151
Record Type: Non-Journal
Publication Date: 1992
Pages: 66
Abstractor: N/A
Reference Count: N/A
Examining How Prospective Teachers Come To Understand Two Science Constructs, Evaporation and Condensation, as a Result of Class Discussion and Textbook Reading.
You, Li-Ching; Schallert, Diane L.
As part of a larger project aimed at exploring how students' conceptual growth results from interacting with the teacher and the assigned readings associated with a course, this study focused on how prospective elementary teachers conceptualized two concepts, evaporation and condensation in a Concepts in Earth Science Course. In the conceptual change literature, very few studies have concentrated on prospective science teachers' knowledge change. There are still fewer studies that have analyzed classroom discourse in any depth. This study analyzed transcriptions of classroom discussion discourse, both students' and teacher's stimulated recall interviews, and follow-up interviews, students' answers to their tests, observation notes, and conceptual profile inventories to discern students' alternative concepts and how students accommodated scientific explanations. The study found that: (1) most students were not clear about heat transformation involved in evaporation and condensation; (2) many of them did not think of evaporation and condensation in terms of molecular movement and energy; (3) few of them integrated their knowledge of heat transformation, molecular movement, energy, and change of states to explain the effect of evaporation and condensation on the surrounding air; and (4) disconnected information provided by textbook and classroom discussion did not help students understand these two concepts. (Author/PR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A