Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning

Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning

• Yip, Din Yan Dept. of Curriculum and Instruction, Chinese University of Hong Kong

International Journal of Science Education, 20(4), 461-477, 1998

Routledge

1998

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

Biology Concept Formation Foreign Countries Higher Education Misconceptions Prior Learning Science Teachers Secondary Education Teacher Education Curriculum Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

A new instrument was devised to identify misconceptions in biology and probe into the causes of misunderstanding in a relatively quick way. It revealed that novice biology teachers held a number of conceptual errors which were prevalent among secondary school students. They showed serious misunderstandings in cellular metabolism, the nutritional process, gaseous exchange, the circulatory system, homeostasis, reproduction and variation. The problem has been attributed to inadequate mastery of subject knowledge and imprecise use of terminology. Specific teaching strategies were suggested to prevent the propagation of these misconceptions in students. Teacher education programmes should aim at promoting the awareness of teachers as to children's learning difficulties and developing their professional skills in facilitating children's conceptual development.
[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/10.1080/0950069980200406 ]

• English

Journal Articles

• 09500693

• 10.1080/0950069980200406

https://bibliography.lib.eduhk.hk/en/bibs/f0655824

2010-11-24