Science Teacher Education: Using Conceptual Change Model to Promote Preservice Teachers' Conceptual Understanding of Electrostatics

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Action Research as an Approach to Support Preservice Teachers' Professional Learning

Abstract

This is an action research study to investigate the efficacy of the Conceptual Change Model (CCM) in addressing pre-service elementary teachers’ misconceptions and promoting conceptual understanding of electrostatics. A qualitative analysis of the open-ended responses showed 83.33% participants replied that writing predictions and explanations had a positive effect on their conceptual understanding. In terms of their collaborative learning experience, 88% said CCM had a positive effect. The paired-samples t-test on misconception scores (n=24), showed a statistically significant difference between pretest scores (M=6.25, SD=1.26) and posttest scores (M=8.67, SD=1.52); t(23)=-6.45, p <.001. The findings provide evidence in support of the effectiveness of the CCM in promoting conceptual understanding of electrostatics among pre-service teachers enrolled in the elementary physical science course.

Authors

• Johannes Addido, University of Wyoming

• Andrea C. Burrows, University of Wyoming