Preservice science teachers’ conceptions of students’ prior knowledge

Date: 
Tuesday, January 1, 2013
Resource Type:
Research Brief
Audience: 
Educators/Teachers | Museum/ISE Professionals | Evaluators
Discipline: 
Education and learning science
Organization:
Afterschool Alliance
Description: 

This article examines preservice student teachers’ views of students’ prior knowledge, specifically how these views change over time with classroom experience and where they diverge from the beliefs teachers express in their education methods courses. Teachers’ beliefs about student “misconceptions” have implications for the way they teach and for their thinking on how students learn. The observations made in the study offer informal science education (ISE) practitioners a useful reminder about the value of recognizing and building on student misconceptions, an approach that forms the basis of constructivist pedagogy.

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