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• W2078889191 abstract "The paper details an exploratory qualitative study that investigated 61 prospective teachers’ conceptual understanding of dissolving salt and sugar in water respectively. The study was set within a 15-week elementary science methods course that included a 5E learning cycle lesson on dissolving, the instructional context. Oversby’s (Prim Sci Rev 63:6–19, 2002 OversbyJPAmosSBoohanRAssessing conceptual understandingAspects of teaching secondary science2002LondonRoutledgeFalmer148165 [Google Scholar], Aspects of teaching secondary science, Routledge Falmer, London, 2002 OversbyJPAmosSBoohanRAssessing conceptual understandingAspects of teaching secondary science2002LondonRoutledgeFalmer148165 [Google Scholar]) ladder of explanations for the context of dissolving, current scientific explanations for dissolving and perspectives on conceptions and misconceptions provided the unified framework for the study. Concept maps, interview transcripts, written artifacts, and drawings and narratives were used as data to investigate these prospective teachers’ conceptual understanding of dissolving throughout the 15-weeks of the methods course. Analysis revealed that participants’ explanations of dissolving were predominantly descriptive explanations (39 %) and interpretative explanations (38 %), with lower percentage occurrences of intentional (14 %) and cause and effect (9 %) level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions. Implications include: (1) the need for science teacher educators to use multiple platforms to derive their prospective elementary teachers’ conceptual understandings of science content; and (2) to identify and help them identify their own scientific conceptions and misconceptions and how they influence the construction of scientific/nonscientific explanations. Science teacher educators also need to emphasize the role of meaningful frameworks associated with the concept that is being introduced during the Engage phase of the 5E learning cycle. This is important because, relevant prior knowledge is associated with the knowledge of the particle theory of matter and both are part of larger knowledge system comprised of interrelated scientific concepts." @default.
• W2078889191 created "2016-06-24" @default.
• W2078889191 creator A5022837980 @default.
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• W2078889191 date "2013-11-16" @default.
• W2078889191 modified "2023-09-27" @default.
• W2078889191 title "Framing Prospective Elementary Teachers’ Conceptions of Dissolving as a Ladder of Explanations" @default.
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• W2078889191 doi "https://doi.org/10.1007/s10972-013-9356-x" @default.
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