This paper presents the findings of a study that investigated the change in a group of preservice elementary teachers' concepts about natural phenomena. Reportedly, 33 preservice teachers in Hong Kong were asked a series of explanatory questions to see how they conceptualized natural phenomena. The authors pointed out that an examination of their responses before and after a course using teaching strategies associated with conceptual change model had showed that such kind of instructional practices could foster conceptual development. Further, the results support claims for the usefulness of conceptual change teaching strategies in conceptual development.
