Michael Jabot
Science Education
School of Education
State University of New York at Fredonia
E272 Thompson Hall
Fredonia, NY 14063
The Development of a Misconceptions-Based Elementary Science Methods
Course
Short Abstract:
This presentation will report on the preliminary results of a misconceptions-based approach to the teaching of elementary science methods. Of particular interest to attendees is the teaching participation portion of the course. During this portion of the course, the methods students develop a working knowledge of the application of this
approach in the classroom setting.
Long Abstract:
For this assignment, the methods students investigate children’s understanding
of a particular science idea or an aspect of scientific inquiry. Students are identifying the
ideas the children have and investigate the development and evolution of that idea. The
methods students may choose to look at a particular concept such as gravity or to look at a student’s conception of aspects of scientific inquiry such as evidence, prediction,
explanation, or a student’s understanding of the relation between observation and inference.
Sources of data for this portion include the student’s written work, comments made by the student during class discussions or in small group activities, and the student’s comments, behaviors, or diagrams constructed during interviews that the student teacher has designed.
Based on their findings, the student teacher then constructs a plan of written and/or interview questions that will help them assess the child's developing understanding of the concept they have selected.
The results of these questions are then used to develop a mini-unit addressing the
misconceptions revealed through the questions. This mini-unit consists of 3 to 4 lessons
directly focused on challenges the students’ misconceptions. At the completion of the
mini-unit the methods students administer a posttest evaluation they have constructed to
measure the change in the occurrence of the misconceptions identified on the part of students.
The methods students are asked to complete a reflection paper at the completion of their experience. This reflection paper focuses on:
- A brief summarizing description of the experience from their personal point of view
- An analysis of the students’ responses to the post-test question(s)
- An evaluation of their curriculum, including suggestions for curriculum revisions based on the post-test results and their experiences working with the students
- Their thoughts regarding pedagogical issues that may have emerged as a result of the
experience