Promoting the development of a conceptual change model of science instruction in prospective secondary biology teachers

Promoting the development of a conceptual change model of science instruction in prospective secondary biology teachers

• Yip, Din Yan Chinese University of Hong Kong

International Journal of Science Education, 23(7), 755-770, 2001

Routledge

2001

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology

Biology Constructivism (Learning) Foreign Countries Higher Education Preservice Teacher Education Science Instruction Secondary School Teachers Conceptual Change Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

This paper reports a study of the impact of an initial teacher education programme on the development of a conceptual change model of instruction in prospective biology teachers. Analysis of the performance in teaching practice indicates that the subjects achieved significant improvement in the various skills related to this instruction model. However, mastery of these skills was not evident, especially in the response to pupils' alternative conceptions, the presentation of chalkboard layout, the use of high order questions to probe understanding and facilitate concept development, and the conduct of interactive learning activities. This can be related to the subjects' lack of teaching experience and inadequate subject knowledge, the passive learning attitude of pupils, constraints in time and resources, and the non-supportive conditions in schools.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690010016067]

• English

Journal Articles

• 09500693

• 10.1080/09500690010016067

https://bibliography.lib.eduhk.hk/bibs/c517676e

2010-09-27