A Pilot Study of Biology Teachers' Responses to Students' Misconceptions Using Class Video Scenarios

• In Event: Teachers' and Learners' Use of Video to Increase Teaching and Learning

Abstract

Teaching for conceptual change pedagogy is adopted by more and more teachers since new curriculum reform spread out in China mainland. Many professional development programs (PDPs) and curriculums aimed to prepare biology teachers for using this pedagogy. We developed a video-based survey and a rubric to examined how well these PDPs participants (n=130) could responds to students’ misconceptions in real class scenarios. The result showed that only 64% participants could recognize students’ misconceptions, 45% could give the correct answers, and only 21% could respond to students’ misconceptions using proper conceptual change teaching strategies. We also found that content knowledge was a good predictor of teachers’ responses to misconceptions while teaching experience was not. Implications for teacher education were discussed.

Authors

• Chunlei Zhang, East China Normal University

• Feng Wang, East China Normal University

• Xiuju Li, China Research Institute for Science Popularization