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- W69659165 abstract "Misconceptions are systematic, intelligently conceived, and quite reasonable theories that have been constructed on the basis of experience. Research studies on misconceptions have indicated that students develop _ntelligently conceived and sophisticated concepts of science. Although some of these are compatible with the principles of modern science: others are incorrect, outdated, or unacceptable in a science-oriented Culture. The views of science held by elementary students and the extent to which their views can be modified will depend on the teachers' conceptions. Possessing misconceptions will most certainly cripple the teachers' ability to identify and correct the misunderstandings students bring with them into the classroom. This study aimed to identify the life and physical science misconceptions of preservice elementary teachers enrolled in three sections of a science methods course offered at the University of Texas at Austin during the spring semester of 1988. In particular, the study had as objectives, to: (1) identify preservice teachers' misconceptions in the physical and life science concepts; (2) develop, field test, and revise multiple-choice test items designed to identify the physical and life science misconceptions of preservice elementary teachers; and (3) correlate the scores on the pilot versions of the Physical Science Misconceptions Test and Life Science Misconceptions Test to preservice teachers' academic ability/achievement indices of science and math knowledge. (Author/CW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************" @default.
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- W69659165 date "1988-12-01" @default.
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- W69659165 title "Life and Physical Science Misconceptions of Preservice Elementary Teachers." @default.
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