Science Misconceptions in Elementary Preservice Teachers at
California State University Northridge
Ilia C. Lyles
Dept. of Geological Sciences, California State University Northridge, 18111 Nordhoff Street
Northridge, CA 91330-8266
ABSTRACT
Today in the United States science education is suffering. In the state of
California, statistics indicate that science understanding at the elementary school level
continues to decline. In the most recent survey by the National Assessment of
Educational Progress, 4th graders in California rank next to last in science competency
and at the 8th grade level California students rank dead last among the states. The poor
standings can be correlated to a considerable 35% teacher turnover and inadequately
prepared teachers.
Many of the teachers themselves uphold strong science
misconceptions, which they then pass on to their students.
California State University Northridge currently issues 1119 teaching credentials
a year, more than any other campus in the state. The high percentage of teacher
credential graduates from CSUN indicates the significant amount of impact on future
education standings. The Integrated Teacher Education Program (ITEP), found
throughout the CSU system and at CSUN, allows students to obtain a bachelors degree
and a multiple subject teaching credential concurrently.
This present study describes how the ITEP students were evaluated on the first
and last days a required physical science course to detect (1) science misconceptions that
students held upon entering the course and (2) whether or not the misconception
remained after the course through the use of a physical science questionnaire and Likert
surveys administered to PHSC 170 classes. The study indicates that students enrolled in
the ITEP program hold substantial science misconceptions. The levels of science content
understanding were also distinguished between the ITEP Freshman option, which is
composed of math and science prepared students (GE ready) verses the ITEP junior
option, which is compiled of students of at least junior standing. Students enrolled in the
ITEP Freshman option performed 10% higher in correct scores compared to the junior
option. This study also indicates a strong correlation between preservice teacher
confidence levels and understanding of the scientific material. Along with the survey of
the ITEP students a general survey was also conducted among CSUN students who are
not in any preservice teacher program. Results indicate that students enrolled in either
the ITEP Freshman and Junior program perform on average 10% higher in correct scores
compared to non preservice general education students. Only through improved teacher
education and additional supplementary aid will the preservice teacher be able to remove
their science misconceptions and not pass them on to their students in the classroom.