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ERIC Number: ED361685
Record Type: Non-Journal
Publication Date: 1993
Pages: 37
Abstractor: N/A
Reference Count: N/A
Prospective Teachers' Comprehension and Teaching of a Complex Science Concept. Reading Research Report No. 4.
Hynd, Cynthia R.; And Others
A study investigated changes in prospective elementary teachers' conceptions about projectile motion. The preservice teachers (enrolled in reading methods courses) were either told or not told that they were expected to teach a videotaped lesson on projectile motion. In addition, they either participated in a combined demonstration-reading or in a reading-only group. Seventy-three prospective teachers with non-scientific conceptions were randomly assigned to one of four groups comprised of the two levels of the two conditions (Told/Not Told, Demo/No Demo) and had their conceptual change documented through short-answer, true-false, and application tasks. Additional data were obtained from a questionnaire to determine the influence of prospective teachers' attitudes and experiences on conceptual change. Further, the videos and transcriptions of 16 videotaped lessons and post-lesson structured interviews were analyzed to provide information about the interaction of variables producing change and to track the changes in thinking that were made. Results indicated the effectiveness of a combined demonstration-reading condition and the effectiveness of text in producing long-term change. Qualitative analyses indicated an interaction among instructional, motivational, and knowledge factors, documented that restructuring of knowledge may lead to new non-scientific conceptions, and suggests that conceptual change is dynamic and proceeds in a piecemeal fashion. (Seven tables of data are included; 32 references and examples of matrices are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.