A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases

This research consists of a longitudinal study of 12 female elementary preservice teachers' conceptual understanding over the course of several months. The context in which the participants received instruction was in an inquiry‐based physics course, and the targeted science content was the cause of moon phases. Qualitative research methods, including observations and interviews, were used to investigate and describe participants' conceptual understanding over time. Participants were interviewed on their understanding of the cause of moon phases before instruction, 3 weeks after instruction, and again in delayed post‐interviews several months after instruction. Patterns and themes in the participants' conceptual understanding were identified through constant‐comparative data analysis. Consistent with results reported earlier, participants who had instruction that included recording and analyzing moon observations over time and psychomotor modeling of changes in moon phases were very likely to hold a scientific conceptual understanding shortly after instruction. The present study indicates a majority of participants continued to hold a scientific understanding six months or more after instruction. However, some participants reverted to alternative conceptions they had shown during the pre‐interview. These results are interpreted utilizing contemporary conceptual change theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 303–326, 2007     

The use of a computer simulation to promote scientific conceptions of moon phases

This study described the conceptual understandings of 50 early childhood (Pre‐K‐3) preservice teachers about standards‐based lunar concepts before and after inquiry‐based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night Backyard™ with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre‐ and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well‐designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 346–372, 2008     

Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers

This mixed methods study described preservice teachers’ conceptions of tides and explored the efficacy of integrating online data into inquiry-based instruction. Data sources included a multiple-choice assessment and in-depth interviews. A total of 79 participants in secondary, middle, and early childhood teacher education programs completed the multiple-choice assessment of their baseline knowledge of tides-related concepts. A sub-group of 29 participants also was interviewed to explore their understanding of tides in more detail before instruction. Eighteen of those 29 teachers participated in the instruction, were interviewed again after the instruction, and completed the multiple-choice assessment as a posttest. The interview data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of tides. Additional quantitative analysis consisted of a paired-sample t-test, which investigated the changes in scores before and after the instructional intervention. Before instruction, all participants held alternative or alternative fragments as their conceptual understandings of tides. After completing the inquiry-based instruction that integrated online tidal data, participants were more likely to hold a scientific conceptual understanding. After instruction, some preservice teachers continued to hold on to the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The quantitative results, however, indicated that pre- to post-instruction gains were significant. The findings of this study provide evidence that integrating Web-based archived data into inquiry-based instruction can be used to effectively promote conceptual change among preservice teachers.     

Preservice Elementary Teachers' Knowledge of Observable Moon Phases and Pattern of Change in Phases

The purpose of this study was to describe selected content knowledge held by 52 preservice elementary teachers about the observable phases of the moon and the monthly pattern of change in observable phases. Data were obtained from participants in a physics course before and after they received inquiry-based instruction designed to promote intentional learning of the cause of moon phases and the observable pattern of change in moon phases. Results indicated that, prior to instruction, most preservice teachers had major deficiencies in knowledge of observable moon phases and the pattern of monthly change in the phases. Fortunately, participants who completed the instruction were likely to show evidence of having addressed the deficiencies.     

The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts

This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test. Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest to scientific understanding on the post-test. Implications of these findings and recommendations for further research are provided.     

Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum

Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students’ learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers’ learning to teach science as inquiry.     

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013     

Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts

Fourth‐grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post‐test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post‐only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post‐test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided.     

Effect of Two-tier Diagnostic Tests on Promoting Learners’ Conceptual Understanding of Variables in Conducting Scientific Experiments

Taking a test generally improves the retention of the material tested. This is a phenomenon commonly referred to as testing effect. The present research investigated whether two-tier diagnostic tests promoted student teachers’ conceptual understanding of variables in conducting scientific experiments, which is a scientific process skill. In this study, 97 preservice science teachers were divided into three groups. All three groups took a physics laboratory course during the fall term in which they learned about variables in the course. Each group was engaged in a different learning activity after the physics laboratory course: taking a two-tier diagnostic test, taking a multiple choice test, or studying a lecture summary. The narratives of the participants before and after the learning activities were transcribed into a format of flow maps to assess their conceptual understanding of variables. The results revealed that the two-tier diagnostic test is an effective tool in promoting conceptual understanding of complex concepts about variables in conducting scientific experiments.     

Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field experiences. Major data sources included VAT reflections and individual interviews. Data analysis indicated that the preservice teachers had been involved in various activities designed to support their understanding of inquiry features in a science methods class; they did not implement all of the features in their actual teaching. Both preservice teachers and mentors had difficulty connecting appropriate inquiry features to each teaching episode, which indicates their lack of understanding of inquiry. Both the preservice teachers and mentors had different levels of understanding for each feature. That is, they tended to understand certain features better than others. They interpreted each feature of inquiry-based science teaching too broadly. They also either had a teacher-centered view or tended to focus on issues unrelated to science teaching.     

The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science

This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers’ views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute Implications for providing professional development combining inquiry and NOS instruction are made.     

Using a Planetarium Software Program to Promote Conceptual Change with Young Children

This study explored young children’s understandings of targeted lunar concepts, including when the moon can be observed, observable lunar phase shapes, predictable lunar patterns, and the cause of lunar phases. Twenty-one children (ages 7–9 years) from a multi-aged, self-contained classroom participated in this study. The instructional intervention included lunar data gathering, recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases. Data were gathered using semi-structured interviews, student drawings, and a card sorting activity before and after instruction. Students’ lunar calendars and written responses, participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed using constant comparative analysis. Nonparametric statistical analyses were also performed to support the qualitative findings. Results reflected a positive change in children’s conceptual understanding of all targeted concepts including the cause of moon phases, which is remarkable considering the complexity and abstractness of this spatial task. Results provided evidence that computer simulations may reduce the burden on children’s cognitive capacity and facilitate their learning of complex scientific concepts that would not be possible to learn on their own.     

Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education

The purpose of this study was to examine the effects of science education courses on a group of Taiwanese inservice and preservice teachers’ views toward the nature of science. There were two science education courses in the study; one was for 36 inservice teachers, while the other one was for 32 preservice teachers. Both of the courses included the philosophy of science, the instruction about student alternative conceptions and theories of conceptual change, and some classroom activities for science education. The data sources were based upon these teachers’ questionnaires, written responses to open-ended questions and interviews. The findings derived from this study revealed that both inservice and preservice teachers, to a certain extent, changed their views toward the nature of science when completing the courses. Many of them might reinterpret and reconstruct their views about science during the courses, and their views had progressed toward more constructivist-oriented. This study also suggested that the instruction about student alternative conceptions and conceptual change theories was more helpful than direct instruction about the philosophy of science in changing teachers’ views about science.     

College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases

This paper is a report of the Australian segment of an international multi-campus project centred on improving understanding of the Moon’s phases for preservice teachers. Instructional strategies adopted for a science education subject enabled Australian participants to make extended observations of the Moon’s phases and keep observational data records which were shared in asynchronous on-line discussion with fellow preservice teachers in the USA. An adaptation of an online inventory of lunar phases was completed by participants before and after the observation cycle. The analysis of inventory data showed that although there was statistically significant overall improvement in mean scores for the inventory this could be accounted for by statistically significant increases in only some conceptual domains related to the lunar phases. In addition, the findings indicate that some concepts involved in having a deep understanding of lunar phases can be improved by instruction however, misunderstandings of other concepts involved in lunar phases are difficult to change and may require increased attention to developing students’ visual-spatial capabilities.     

Undergraduate Students' Perceptions of an Inquiry-Based Physics Course

The purpose of this study was to examine middle childhood students' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.     

Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning

There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers.