PROMOTING PRE-SERVICE SCIENCE TEACHERS' CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

被引:0
|
作者
Demirbag, Mehmet [1 ]
Kingir, Sevgi [2 ]
机构
[1] Uludag Univ, Fac Educ, Dept Sci Educ, Bursa, Turkey
[2] Hacettepe Univ, Fac Educ, Dept Elementary Educ, Ankara, Turkey
来源
JOURNAL OF BALTIC SCIENCE EDUCATION | 2017年 / 16卷 / 04期
关键词
dialogic teaching; conceptual change; boiling topic; pre-service science teachers; STUDENTS CONCEPTIONS; EVAPORATION; CONDENSATION; DISCOURSE; MISCONCEPTIONS; ARGUMENTATION; EXPLANATIONS; INSTRUCTION; BIOLOGY; IDEAS;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers' conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers' conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis. The findings showed that dialogic teaching efficiently supported pre-service science teachers' understanding about boiling.
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页码:459 / 471
页数:13
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