Preservice teachers’ meaning‐making in science instruction: a case study in Manitoba

In this Manitoba study, a teacher educator and her preservice teachers collaboratively analysed a qualitatively different way of teaching and learning science ‐ an approach rooted in the constructivist framework. In attempts to practise a constructivist approach in the practicum setting, the preservice teachers identified seven significant issues: (a) the connection between children's conceptions and curriculum objectives; (b) the influence of children's conceptions on teacher‐proof lesson planning; (c) teacher content knowledge: discomfort or comfort; (d) teacher power; (e) the consequences of conceptual conflict; (f) the notion of infinite expressions and finite conceptualizations; and (g) tension between personal knowledge and academic knowledge.

The two imperatives for helping preservice teachers to see a qualitatively different way of teaching and learning science were: (a) the teacher educator and the preservice teacher working in a collaborative action research mode; and (b) the preservice teacher researching into his/her own students’ ideas of a science concept. A third imperative was also identified in this study: the co‐operating teacher becoming a partner in the collaborative enterprise to develop a shared understanding about science teaching. ‘Conceptual unity: holding a shared understanding’ and ‘conceptual freedom: risk taking’ were guiding principles of a preservice teacher and teacher educator collaborative exploration.