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Pre-Service Elementary Teachers' Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts

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Title: Pre-Service Elementary Teachers' Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts
Language: English
Authors: Subramaniam, Karthigeyan (ORCID 0000-0002-2572-3614), Harrell, Pamela Esprivallo (ORCID 0000-0002-1636-2976), Long, Christopher S. (ORCID 0000-0002-6671-3551), Khan, Nazia (ORCID 0000-0002-3160-8946)
Source: Research in Science & Technological Education. 2022 40(2):189-206.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Teachers, Knowledge Level, Motion, Scientific Concepts, Misconceptions, Pedagogical Content Knowledge, Methods Courses
DOI: 10.1080/02635143.2020.1782880
ISSN: 0263-5143
1470-1138
Abstract: Background: Recent literature indicates that the trend towards investigating pre-service elementary teachers' conceptual understanding of science concepts they are expected to teach and their command of that content-specific conceptual understanding is gaining momentum in science education. Purpose: The purpose of this study was to investigate pre-service elementary teachers' conceptual understanding of average speed. The research question that framed the study was 'What are pre-service elementary teachers' conceptual understanding of average speed?' Design and Methods: Three perspectives, the scientifically accepted explanation of the concept of average speed the research on conceptual resources, and pedagogical content knowledge served as the conceptual framework. Written responses to questions that required pre-service teachers' to define, identify associated concepts, and describe how they plan to teach and explain average speed served as data. The data were analysed using both content analysis and thematic analysis guided by constructs from the conceptual framework. Results: Analysis revealed that pre-service elementary teachers held related science concepts, unrelated science concepts and other concepts within their conceptual understanding of average speed. This was despite the fact that they were able to provide accurate and/or inaccurate definitions of average speed. Conclusion: Implications include the need for a developmental model to seek pre-service elementary teachers' conceptual understanding of average speed from the standpoint of average speed as a complex property concept with its associated conceptual structures, and as a concept transformed for instruction. Additionally, there is a need to provide knowledge-based theory and practice to enable teachers to identify their own and their students' conceptual understandings of average speed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1348704
Database: ERIC
FullText Text:
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  Data: Pre-Service Elementary Teachers' Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts
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  Data: <searchLink fieldCode="AR" term="%22Subramaniam%2C+Karthigeyan%22">Subramaniam, Karthigeyan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2572-3614">0000-0002-2572-3614</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harrell%2C+Pamela+Esprivallo%22">Harrell, Pamela Esprivallo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1636-2976">0000-0002-1636-2976</externalLink>)<br /><searchLink fieldCode="AR" term="%22Long%2C+Christopher+S%2E%22">Long, Christopher S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6671-3551">0000-0002-6671-3551</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khan%2C+Nazia%22">Khan, Nazia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3160-8946">0000-0002-3160-8946</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+%26+Technological+Education%22"><i>Research in Science & Technological Education</i></searchLink>. 2022 40(2):189-206.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Motion%22">Motion</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink>
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  Data: 10.1080/02635143.2020.1782880
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  Data: 0263-5143<br />1470-1138
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Recent literature indicates that the trend towards investigating pre-service elementary teachers' conceptual understanding of science concepts they are expected to teach and their command of that content-specific conceptual understanding is gaining momentum in science education. Purpose: The purpose of this study was to investigate pre-service elementary teachers' conceptual understanding of average speed. The research question that framed the study was 'What are pre-service elementary teachers' conceptual understanding of average speed?' Design and Methods: Three perspectives, the scientifically accepted explanation of the concept of average speed the research on conceptual resources, and pedagogical content knowledge served as the conceptual framework. Written responses to questions that required pre-service teachers' to define, identify associated concepts, and describe how they plan to teach and explain average speed served as data. The data were analysed using both content analysis and thematic analysis guided by constructs from the conceptual framework. Results: Analysis revealed that pre-service elementary teachers held related science concepts, unrelated science concepts and other concepts within their conceptual understanding of average speed. This was despite the fact that they were able to provide accurate and/or inaccurate definitions of average speed. Conclusion: Implications include the need for a developmental model to seek pre-service elementary teachers' conceptual understanding of average speed from the standpoint of average speed as a complex property concept with its associated conceptual structures, and as a concept transformed for instruction. Additionally, there is a need to provide knowledge-based theory and practice to enable teachers to identify their own and their students' conceptual understandings of average speed.
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  Data: 2022
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  Data: EJ1348704
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      – SubjectFull: Motion
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      – SubjectFull: Misconceptions
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