Mary Immaculate College Research Seminar
September 3rd 2013
Pre-service primary school
teachers’ preconceptions in
science
Dr. Maeve Liston
Lecturer in Science Education, Mary Immaculate College
Senior Research Fellow at the NCE-MSTL
Aims of Research

To assess pre-service primary school teachers’
preconceptions/ideas in science

scientific knowledge and cognition of key concepts in
science
The design of Diagnostic Tests

The design and implementation of Conceptual
Science Lectures/Workshops with the aim of
improving students conceptual understanding of
science
What are misconceptions?



Alternative conceptions (Gilbert & Swift 1985).
Alternative Frameworks (Driver & Easley 1978)
Misconceptions can influence subsequent
learning and can be highly resistant to change
(De Leeuw 1993; Garnett et al. 1995; Hammer 1996)

Preconceptions (Hashweh 1988)
There is no gravity on the moon
What causes misconceptions?

Life Experiences
‘Young children have firmly held views
about many Science topics prior to being
taught Science at school’ (Osborne & Wittrock 1983).


‘Many difficulties in Science learning have their
origin in the knowledge pupils have acquired
prior to instruction’ (Gil-Perez & Carrascosa 1990).
What causes misconceptions?

Life Experiences

Batteries contain electricity as they can power devices
batteries contain chemical potential energy which can be
converted to electrical energy.
When a puddle dries up, the water has disappeared from the
puddle
it has evaporated.
Only smooth, shiny objects like mirrors reflect light; dull and
rough objects do not reflect light.
 Dull objects do reflect light, otherwise we would not be able
to see them.
A substance becomes cold because it gains coldness
A substance becomes cold because it loses heat.



What causes misconceptions?
Scientific Language (Duit & Treagust 1995)
 ‘due to students confusing the interpretation of

everyday language with specific scientific
language’ (Gilbert et al. 1982)


Portmanteau Words, have dual meanings
(Weight, Field)
Everyday words used in a science context
(Linear, Matter, Spontaneous)
What causes misconceptions?

Text Books and Instructional learning
by teachers

Erroneous concepts propagated by teachers and by text
books (Yip 1998; Abimbola & Baba 1996; Hill 1988; Kikas 2004).
Teachers hold many misconceptions that they pass onto
their pupils (Gover et al 1989; Taber & Tan 2011; Yip 1998; Barass 1984).
Murphy and Smith (2012): that high percentages of
pre-service primary teachers will enter the teaching
profession with similar inaccurate conceptions of
science as the students they will be teaching.


So why can’t we just teach
them the correct information?

‘If new materials conflict with earlier misconceptions, the
students may ignore or distort the new information so
that it fits into their old framework or understanding’
(American Psychological Association 10992; Garfield 1995).

‘All new learning depends on previous learning. If
their preconceptions are not engaged, students may fail
to grasp new concepts’ (Mestre 2001; Halikari & Nevgi 2010).
In science, best learning takes place
from correcting errors (Pinkerton 2005)
Pre-service teachers Preconceptions

Need to become aware of their own and
possible pupil preconceptions so that they
can eliminate any possible misconceptions
they may have.

Kruger, Palacio and Summers 1990; Kruger and Summers 1989; Loyd et al., 1998; Mant and
Summers 1993; 1995; Parker and Heywood 1998; Stevens and Wenner 1996; Tekkaya et al.
2004; Tatar 2011).

High level of competences leaving ITE
(Teaching Council 2011)
Conceptual Understanding Course
Methodology

Diagnostic tests (multiple choice) were developed based on
published research, which tested and challenged the students’
conceptual understanding and misconceptions in science (Heat,
Sound, Light, Electricity, Forces).

Completed these conceptual understanding tests at the beginning
of a topic.

Students carried out peer learning activities which were designed
to reinforce their knowledge on the specific concepts and to
eliminate any misunderstandings they may hold.

The conceptual understanding tests were administered again at
the end of the topic.
Questions on Heat
When you open the door and stand in
front of a fridge. Cold air moves
outwards from the fridge on to your
face.
%
%
% I Don’t
 A: True
Correct Incorrect
Know
PreWorkshop
59
2
39
 B: False
 C: I don’t know
N=249

Questions on Heat





I have two bricks made from the same kind of clay,
but one is large and the other is small. Suppose I put
them both in an oven at 120ºC for a few hours. What
will the temperature of the two bricks be?
A. The Smaller brick will be much warmer than the larger
brick.
B. The larger brick will be much warmer than the smaller
brick.
C. They will both be of the same temperature
D. I Don’t Know
%I
Pre%
%
Workshop Correct Incorrect
Question
1
58
41
Don’t
Know
1
Questions on Heat






On a frosty day Sally noticed the metal part of the
handlebars of her bicycle felt colder than the white
plastic grips. Can you explain why the metal part of
the handlebar feels colder than the grips?
A: Metal is colder because it absorbs more cold than the
plastic.
B: Metal is colder than plastic because cold passes
through it more quickly than plastic.
C: Metal take in heat more quickly than the plastic.
D: Plastic takes in heat more quickly than the metal.
E: I don’t know
Pre-Workshop

N=249
% Correct
13
% Incorrect
80
% I Don’t Know
7
Questions on Heat

On a hot day or in a hot room, fans keep us
cool because they blow cold air onto our
faces.


A: True
B: False

C: I don’t know
Pre%
%
Workshop Correct Incorrect
Question
1
51
46
%I
Don’t
Know
3
Questions on Heat

If I left a glass of water for a few hours in
room and I wrap it with an insulating material
(plastic, wool, cotton wool), then the water
will heat up.

A: True
B: False
C: I don’t know


Pre%
%
Workshop Correct Incorrect
Question
1
63
32
%I
Don’t
Know
5
Questions on Heat

If I leave two blocks of ice on the table, one block of
ice is covered with wool and the other is not
wrapped with anything.

A: The block of ice wrapped in the wool will melt more
quickly.
B: The block of ice that is not wrapped with anything will
melt more quickly
C: They will both melt at the same rate.


Pre-Workshop
Question 2
%
Correct
%
Incorrect
% I Don’t
Know
28
68
4
%
Correct
Pre
%
Correct
Post
Heat is a form of energy
39
99
Heating materials to a specific temperature
58
99
Mixing liquids of the same temperature
96
99
Mixing liquids of different temperatures
69
75
Movement of heat
55
70
How fans work
51
96
Conductors v’s Insulators
13
59
How insulating materials work
63
94
Concepts on Heat
N=
249
Questions on Light




If you were sitting in a completely dark room could
you see?
A: Yes
Pre%
%
% I Don’t
B: No
Workshop
Correct
Incorrect
Know
C: I don’t know

N=153





Question 1.
31
67
2
Question 2
28
67
5
If a white cat was sitting in a dark room could you
see it?
A: Yes
B: No
C: I could only see its eyes
D: I don’t know
Questions on Light


Examine the picture’s
Which one drawing that best
describes how you believe
an eye sees a bird.
%
%
%I
Correct
Incorrect
Don’t
Know
41
N=153
54
5
% Correct
% Correct
Pre
Post
How light travels from its source
74
97
Seeing in the dark?
31
93
Seeing a white cat in the dark?
28
96
How the eye uses light to see
41
95
Movement of light from source to a
screen
47
80
Reflection (types of surfaces)
68
86
75
95
Concepts on Light
Reflection
(reflected
images
in
mirrors)
N=153
Concepts on Forces
%
%
Correct Correct
Pre
Post
Does mass affect rate of speed of a falling
object?
81
96
Forces being exerted
by stationary
objects
If there
is no motion,
82
99
31
95
6
92
83
98
68
82
then there is no force acting.
Gravity on the moon
Forces always act in pairs
Forces acting on a moving object
Forces acting on a stationary object
N= 297
Summary

Conceptual Science Lectures/Workshops were
successful in increasing the pre-service primary
teachers conceptual understanding in science

Challenging their beliefs and misconceptions
Collaborative work and peer learning
Student engagement with scientific phenomena
Demonstrations

Inform future Science Education Modules



 Go
raibh míle maith agaibh