Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching

This study, based on constructivist learning theory, examined how effectively preservice chemistry teachers (N = 43) can be educated to think flexibly and to reorganize their thinking in a way that may complement diverse ways students approach the subject domain. The teacher's cognitive structu...

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Bibliographic Details
Published in:Journal of science teacher education 2004-02, Vol.15 (1), p.63-85
Main Authors: Dhindsa, H. S., Anderson, O. R.
Format: Article
Language:English
Subjects:
Atoms
Chemistry
Cognitive Structures
College instruction
Constructivism
Constructivism (Learning)
Data collection
Electrons
Individual Differences
Intervention
Preservice Teachers
Protons
Science Education
Science Instruction
Science learning
Teacher Effectiveness
Teachers
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Summary:This study, based on constructivist learning theory, examined how effectively preservice chemistry teachers (N = 43) can be educated to think flexibly and to reorganize their thinking in a way that may complement diverse ways students approach the subject domain. The teacher's cognitive structure was assessed prior to and after a conceptual change intervention using flow-map narrative analyses. There was a significant change in the organization of the preservice teacher's narrative after the conceptual change intervention, including greater networking of ideas and more thematic development of the content. Hence, a conceptual change approach may be a useful way to educate teachers to be more responsive to student individual differences when planning and delivering science lessons.
ISSN:1046-560X
1573-1847
DOI:10.1023/B:JSTE.0000031463.56206.a5