Pixel International Conferences

The aims of this research were to investigate pre-service primary school teachers’ (PPST) scientific knowledge and cognition of key concepts in the topics of energy and forces and the design, implementation of Conceptual Understanding Lectures in Science Education Modules at an Initial Teacher Education College in the Republic of Ireland.

Diagnostic tests (multiple choice) were developed which tested and challenged the PPST’ conceptual understanding and misconceptions in science (Heat, Sound, Light, Electricity, Forces). The tests provided the opportunity for the PPST to; experience an explicit confrontation with their pre-knowledge; become aware of their own knowledge and understanding; uncover any misconceptions they may have and; possible misconceptions of children they may be teaching in the future. Results of this study highlight that the participating PPST held many alternative and common misconceptions in the topics of energy and forces. The study also identified similarities between PPST’ alternative conceptions and that of pupils’ they will be teaching in the future.

The lectures adopted a constructivist teaching and learning approach, allowing pre-service teachers to experience constructivist learning in science. The PPST carried out peer learning, inquiry based activities which were designed to reinforce their knowledge of specific concepts in energy and forces and to eliminate any misunderstandings they may hold. A context-based teaching approach was incorporated into the lectures, presenting scientific concepts in everyday life. The variety of teaching methodologies (Analogies, Concept Cartoons, Problem Based Learning, Investigations) implemented in the lectures modelled active methodologies that the PPST could also emulate in their own teaching.

The diagnostic tests were administered again at the end of the lectures. The results show that the Conceptual Understanding Lectures were successful in increasing the PPST’ conceptual understanding of key concepts in Energy and Forces. The lectures moved away from a traditional style of teaching to a more constructivist approach to teaching, modelling active teaching and learning methodologies, required in the primary science classroom allowing for the development of both the PPST’ subject matter knowledge and pedagogical content knowledge.