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ERIC Number: ED442661
Record Type: Non-Journal
Publication Date: 1999
Pages: 14
Abstractor: N/A
Reference Count: N/A
Using the Science Misconceptions Research To Address Science Teaching Misconceptions.
Weber, Suzanne
This study describes how the lesson plans of preservice teachers differed from the inductive learning cycle planning model, and relates these differences to persistent naive conceptions about effective science pedagogy held by preservice teachers. Strategies based on the science misconceptions literature that methods instructors can use to encourage the understanding and use of inductive learning cycle instruction by beginning teachers are suggested. The study concludes that preservice teachers majoring in secondary science education like and prefer traditional teaching methods while elementary and middle school preservice teachers find traditional methods boring and ineffective. (Contains 14 references.) (YDS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A