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Primary Teachers' Particle Ideas and Explanations of Physical Phenomena: Effect of an in-service training course.
- Source :
- International Journal of Science Education; Mar2010, Vol. 32 Issue 5, p629-652, 24p, 1 Illustration, 10 Charts, 2 Graphs
- Publication Year :
- 2010
-
Abstract
- This paper presents a study concerning Greek primary school teachers' (n = 162) ideas about the particulate nature of matter and their explanations of physical phenomena. The study took place during an in-service training course where the effectiveness of a specially designed intervention was tested. A key feature was an approach based on the concept of a substance and its states rather than “solids, liquids, and gases”. Pre-intervention, the teachers held misconceptions similar to those of pupils. Also, there seemed to be some relationship between the teachers' particle model ideas and their explanations of phenomena. Post-intervention, the teachers' descriptions and explanations were found to be significantly improved, with almost zero correlation between pre- and post-intervention scores. Implications for science education are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 09500693
- Volume :
- 32
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 49141618
- Full Text :
- https://doi.org/10.1080/09500690902738016