Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method

Authors

Aaron D. Isabelle
Cornelis de Groot, University of Rhode IslandFollow

Document Type

Article

Date of Original Version

6-19-2008

Abstract

In this study, we determined the effectiveness of the inquiry-based Itakura method for mediating alternate conceptions of preservice elementary teachers (N = 38) in an integrated mathematics, science, and technology methods course. We investigated alternate conceptions in the expansion of solids due to heating. There was a significant increase in participants’ immediate learning gains after participating in the Itakura method. Retention data was gathered after 1, 2, and 3 months. After 3 months, retention levels dropped slightly, but not significantly. Responses revealed that the majority of the participants did not revert back to alternate conceptions after 3 months.

Citation/Publisher Attribution

Isabelle, Aaron D., and Cornelis de Groot. "Alternate Conceptions of Pre-service Elementary Teachers: The Itakura Method." Journal for Science Teacher Education, vol. 19, no. 5, 2008, pp. 417-435. doi: 10.1080/10476210600680416

Available at: http://dx.doi.org/10.1007/s10972-008-9105-8