A qualitative study of preservice elementary teachers' understanding of physics concepts

Lois Mary Hanebutt Campbell, Purdue University

Abstract

If reform in preservice teacher education is to occur, research should first reflect the problems and processes of learning, rather than prescriptions for the problems. Past studies in preservice teacher education have examined the problem of insufficient science content knowledge of preservice elementary teachers. However, such studies have routinely centered on the products of learning, rather than the processes. This study focuses on preservice teachers as learners and the process of their learning. By addressing these concerns, the research focuses on the lived experiences of preservice teachers as learners and how these experiences, provide a framework for reform in preservice teacher education. The overall purpose of this study was to observe and document the thoughts and beliefs concerning physics concepts held by preservice elementary education students enrolled in a college physics course. In addition, a comparative analysis was developed utilizing clinical interviews with participants from an elementary science education methods course. Through the study, the researcher attempted to develop an understanding of how preservice teachers as learners construct an understanding of physics concepts and how understandings are sustained over an extended period of time (one year). It was the researcher's intent, through a phenomenological and constructivist base, to provide the reader a view of preservice elementary science education and in doing so, to "tell the stories of the participants through their voices." Therefore, a qualitative study utilizing a variety of ethnographic data collection procedures was conducted during the time period (16 weeks) in which the physics and the science methods courses were taught. Of special interest during the study were a series of clinical interviews conducted with the participants. The results of the study indicate that these participants appeared to learn best through a variety of instructional techniques beyond the lecture method. Many preferred hands-on activities through laboratory work and demonstrations. In the final analysis of the pre- and post-interview comparisons, the participants demonstrated some conceptual changes in the understanding of physics concepts, but their constructions were still inconsistent with scientific explanations. Though individuals differ, perhaps the stories of these participants will provide teacher educators with a "fit" between these participants and students with whom they work.

Degree

Ph.D.

Advisors

Krockover, Purdue University.

Subject Area

Curricula|Teaching|Science education|Teacher education

COinS