東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Preservice elementary school teacher...

Van Thiel, Sandra Sue,

Linked to FindBook

Google Book

Amazon

博客來

Preservice elementary school teachers' concepts of the water cycle /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preservice elementary school teachers' concepts of the water cycle // Sandra Sue Van Thiel.
Author:	Van Thiel, Sandra Sue,
Description:	1 electronic resource (154 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 54-09, Section: A.
Contained By:	Dissertations Abstracts International54-09A.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9236772
ISBN:	9798208641330

Preservice elementary school teachers' concepts of the water cycle /
Van Thiel, Sandra Sue,

Preservice elementary school teachers' concepts of the water cycle /Sandra Sue Van Thiel. - 1 electronic resource (154 pages)

Source: Dissertations Abstracts International, Volume: 54-09, Section: A.

Scope and method of study. During the academic year of 1988-89, preservice elementary school teachers completed a generic questionnaire, tests, and an interview to determine preservice elementary school teachers' concepts of the water cycle. The sample consisted of 98 preservice elementary teachers. Forty-eight were from a large public Oklahoma university and fifty were from a small private Arkansas university. The preservice teachers completed Burney's Logical Reasoning Test to determine the level of cognitive reasoning. They also completed Wilson's Water Cycle Assessment Test to determine the knowledge of water cycle concepts. The results of this multiple choice test was compared to the results found when given to Wilson's upper elementary children. The preservice teachers completed a generic information sheet to report the number and subject of science courses taken in high school and college, grade level preference for teaching, the university attended in addition to other pertinent information. This information was compared to the water cycle scores using an analysis of variance or a t test. Half of the sample was given the Sound Understanding Interview. This clinical interview asked the preservice teachers to explain their answers about water cycle concepts according to the presently scientifically accepted explanations. The present day scientifically accepted explanations were predetermined and validated. From the explanations, a list of prerequisite concepts were identified. This interview was used to discover which of the preservice teachers' conceptions matched the scientifically accepted conceptions of today and what alternative conceptions existed. A similar interview (McJunkin, 1991) had been conducted with upper elementary children. The descriptive data from this study was compared to the descriptive data from the McJunkin study. Findings and conclusions. This study indicated preservice elementary teachers are not knowledgeable about water cycle concepts though they do have significantly more knowledge than the upper elementary children in Wilson's study. Preservice teachers were more likely to know the terminology, except for condensation and groundwater, but less likely to explain the process or apply the process to daily experiences. The number of science courses taken in high school and/or college did not significantly affect water cycle scores. The subjects of biology, earth and physical science, and physics did not have a significant relationship to water cycle scores, but the subject of chemistry did appear to be significant. Whether the preservice teachers were formal, transitonal, or concrete reasoners, they held alternative conceptions about the water cycle. The alternative conceptions of preservice elementary teachers were similar to the alternative conceptions of upper elementary children. A cycle of alternative conceptions exists. Preservice elementary teachers must become aware of their own alternative conceptions as well as those of elementary children in order to break the cycle.

English

ISBN: 9798208641330Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

preservice teachers

Preservice elementary school teachers' concepts of the water cycle /
LDR:04306nmm a22003853i 4500 001 2437123
005 20251119142640.5
006 m o d
007 cr|nu||||||||
008 261011s1992 miu||||||m |||||||eng d
020 $a 9798208641330
035 $a (MiAaPQD)AAI9236772
035 $a AAI9236772
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Van Thiel, Sandra Sue, $e author. $3 3828010
245 1 0 $a Preservice elementary school teachers' concepts of the water cycle / $c Sandra Sue Van Thiel.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 1 electronic resource (154 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 54-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $b Ed.D. $c Oklahoma State University $d 1992.
520 $a Scope and method of study. During the academic year of 1988-89, preservice elementary school teachers completed a generic questionnaire, tests, and an interview to determine preservice elementary school teachers' concepts of the water cycle. The sample consisted of 98 preservice elementary teachers. Forty-eight were from a large public Oklahoma university and fifty were from a small private Arkansas university. The preservice teachers completed Burney's Logical Reasoning Test to determine the level of cognitive reasoning. They also completed Wilson's Water Cycle Assessment Test to determine the knowledge of water cycle concepts. The results of this multiple choice test was compared to the results found when given to Wilson's upper elementary children. The preservice teachers completed a generic information sheet to report the number and subject of science courses taken in high school and college, grade level preference for teaching, the university attended in addition to other pertinent information. This information was compared to the water cycle scores using an analysis of variance or a t test. Half of the sample was given the Sound Understanding Interview. This clinical interview asked the preservice teachers to explain their answers about water cycle concepts according to the presently scientifically accepted explanations. The present day scientifically accepted explanations were predetermined and validated. From the explanations, a list of prerequisite concepts were identified. This interview was used to discover which of the preservice teachers' conceptions matched the scientifically accepted conceptions of today and what alternative conceptions existed. A similar interview (McJunkin, 1991) had been conducted with upper elementary children. The descriptive data from this study was compared to the descriptive data from the McJunkin study. Findings and conclusions. This study indicated preservice elementary teachers are not knowledgeable about water cycle concepts though they do have significantly more knowledge than the upper elementary children in Wilson's study. Preservice teachers were more likely to know the terminology, except for condensation and groundwater, but less likely to explain the process or apply the process to daily experiences. The number of science courses taken in high school and/or college did not significantly affect water cycle scores. The subjects of biology, earth and physical science, and physics did not have a significant relationship to water cycle scores, but the subject of chemistry did appear to be significant. Whether the preservice teachers were formal, transitonal, or concrete reasoners, they held alternative conceptions about the water cycle. The alternative conceptions of preservice elementary teachers were similar to the alternative conceptions of upper elementary children. A cycle of alternative conceptions exists. Preservice elementary teachers must become aware of their own alternative conceptions as well as those of elementary children in order to break the cycle.
546 $a English
590 $a School code: 0664
650 4 $a Teacher education. $3 3172312
650 4 $a Science education. $3 521340
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Curriculum development. $3 684418
653 $a preservice teachers
653 $a water cycle concepts
690 $a 0530
690 $a 0714
690 $a 0727
710 2 $a Oklahoma State University. $e degree granting institution. $3 3827994
773 0 $t Dissertations Abstracts International $g 54-09A.
790 $a 0664
791 $a Ed.D.
792 $a 1992
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9236772