Preservice teachers learning about teaching for conceptual change through slowmation
John LOUGHRAN
Monash University, AUSTRALIA
E-mail: john.loughran@monash.edu
Amanda BERRY
Leiden University, NETHERLANDS
Rebecca COOPER, Stephen KEAST
Monash University, AUSTRALIA
Garry HOBAN
Wollongong University, AUSTRALIA
Contents
- Abstract
- Introduction
- Conceptual change and students’ conceptions
- Slowmation: Theoretical framework
- Outline of the study
- Results
- Pre practicum learning experiences
- Post practicum learning experiences
- Post program: Learning about teaching and learning of science
- Conclusion
- References
AbstractThis study reports on research into the use of Slowmation in a general science methods program in teacher education as a productive way of teaching student teachers how to recognize and respond to students’ alternative conceptions in science. The preservice teachers first experienced Slowmation themselves as modelled by their lecturers in their teacher education program, they then used Slowmation during their school practicum with their school students. On returning to the university after their practicum they reviewed their learning about teaching with Slowmation in ways designed to encourage deep reflection on their practicum experiences in relation to their students’ conceptions of science. The results of this study show that as a consequence of teaching Slowmation that these student teachers came to recognise and respond to students’ alternative conceptions.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Foreword (Jun., 2012). All Rights Reserved.
