The interview transcripts were transcribed and coded under the following categories: definition of misconceptions, the sources of misconceptions, the development of misconceptions and teaching strategies for addressing misconceptions. The responses to the student problems were scored using a rubric with a 6-point scale running from no discernable instructional strategy to one that was highly oriented toward conceptual change or other strategy designed to address misconceptions. This rubric was based on trends seen in the current research on student misconceptions.teachers and eleven fifth grade teachers. ... The results of the Pearson Correlation suggest that the amount of experience failed to significantly affect their ability to discuss misconceptions in light of their own instructional strategies. Teachinganbsp;...
|Title||:||Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education|
|Author||:||Susan Gomez Zwiep|
|Publisher||:||ProQuest - 2005|