New Perspectives in Science Education

This paper describes the rationale for (and evaluates the effectiveness of) a practice adopted by a science teacher educator. In choosing to teach science for conceptual change to forty teachers, this teacher educator considered socio-cultural influences, the epistemology of science and the vision of the organization. An attempt to effect conceptual reorganization and change in forty teachers has been described and its impact evaluated. Teachers were simultaneously exposed to the pedagogy of teaching science for conceptual change. Analyzing baseline, mid-line and end line data of teachers’ conceptual understanding, an upward trend indicates a better grasp of all concepts, with a loosening of their grip on prior misconceptions. The extent of shift in teachers’ understanding is viewed against the backdrop of current research on conceptual change. Reasons for the success of the teacher educators’ practice are analyzed along with key implications for teacher education in similar contexts.