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Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning

Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning. James Roberson Doctoral Candidate Dr. Rita Hagevik Assistant Professor. Conceptual Learning. Disatisfaction Intelligible Plausible Fruitful. Prior Knowledge & Conceptions. A priori

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Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning

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  1. Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning James Roberson Doctoral Candidate Dr. Rita Hagevik Assistant Professor

  2. Conceptual Learning • Disatisfaction • Intelligible • Plausible • Fruitful

  3. Prior Knowledge & Conceptions • A priori • Constructed personally & individually • Personal experience • Interaction: social, education, etc. • Constructed early in development • Naïve frameworks • Phenomenological primitives • Strong and Stable • Conceptual Ecology

  4. Prior Knowledge & Conceptions • Integration • Bringing together • Differentiation • Keeping separate • Exchange • Replacing • Bridging • Making a connection

  5. Purpose of Study • To investigate elementary and secondary science teachers’ views of the role of their prior knowledge when learning certain earth science concepts

  6. ParticipantsElementary & Secondary Science Teachers

  7. Context • Ten-day Summer Workshop in Geosciences • Geologic Time & Related Concepts • Origins of Earth • Age of Earth • Evolution • Controversial

  8. Data Collection • Interview Study • Semi-structured Interviews • Member Checking

  9. Data Analysis • QDA Miner by Provalis Research • Codes • Integration • Differentiation • Exchange • Bridging • Tabulated Coding results • Prepared a Summary for each Participant

  10. Findings • All 6 Integrated new science information with prior knowledge and existing conceptions • 4 exhibited some form of Differentiation either during learning or during post-engagement with the content • 2 described Bridging when assimilating new science information • All assumed their students learn new science information the same way as them.

  11. Findings

  12. Findings

  13. Findings

  14. Conclusions • Integration of new information with prior and existing conceptions is prevalent • Multi-modal mechanism

  15. Implications • Character of Science Learning • Domain specificity • Teaching for Conceptual Change • How an individual “Learns” • Domain specificity • Science Teacher Preparation • PCK • Role/Actions of prior knowledge

  16. References • Anderson, R. D. (2007). Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91(4), 664-677. • Hewson, M. G., Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies in science learning. Journal of Research in Science Teaching, 20(8), 731-743. • Posner, G. J., Strike, K. A. , Hewson, P. W. , Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. • Scott, P. H., Asoko, H., & Leach, J. T. (2007). Student conceptions and conceptual learning in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 31-56). Mahwah: Lawrence Erlbaum Associates. • Trend, R. (2000). Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education, 22(5), 539-555. • Trend, R. (2001). Deep time framework: A preleminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience. Journal of Research in Science Education, 38(2), 191-221.

  17. Thank You Questions?

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