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Primary teachers' particle ideas and explanations of physical phenomena : the effect of an in-service training course


Papageorgiou, George; Stamovlasis, Dimitrios; Johnson, Phil Michael


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Abstract This paper presents a study concerning Greek primary school teachers' (n=162) ideas about the particulate nature of matter and their explanations of physical phenomena. The study took place during an in-service training course where the effectiveness of a specially designed intervention was tested. A key feature was an approach based on the concept of a substance and its states rather than 'solids, liquids and gases'. Pre-intervention, the teachers held misconceptions similar to those of pupils. Also, there seemed to be some relationship between the teachers' particle model ideas and their explanations of phenomena. Post-intervention, the teachers' descriptions and explanations were found to be significantly improved, with almost zero correlation between pre and post intervention scores. Implications for science education are discussed.
Thesaurusschlagwörter primary school; teacher; natural science instruction; advanced vocational education; Greece
Klassifikation Unterricht, Didaktik
Freie Schlagwörter Primary teachers; Particle ideas; Physical phenomena; In-service training; Science education; Primary school; Misconception
Sprache Dokument Englisch
Publikationsjahr 2010
Seitenangabe S. 629-652
Zeitschriftentitel International Journal of Science Education, 32 (2010) 5
DOI http://dx.doi.org/10.1080/09500690902738016
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)