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International Journal of Science Education Volume 17, 1995 - Issue 5
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Original Articles

Elementary preservice teachers: constructing conceptions about learning science, teaching science and the nature of science

Brenda J. Gustafson Department of Elementary Education, University of Alberta, Room551, Education South, Edmonton, Alberta, Canada, T6G 2G5
&
Patricia M. Rowell Department of Elementary Education, University of Alberta, Room551, Education South, Edmonton, Alberta, Canada, T6G 2G5
Pages 589-605 | Published online: 25 Feb 2007
 
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Abstract

Elementary preservice teachers’ conceptions of learning science, teaching science and the nature of science were elicited through questionnaires and semi‐structured interviews at the beginning and end of two senior undergraduate elementary science education courses. Responses and comments were analysed and similar conceptions of learning, teaching and science were grouped together. Analysis of the responses reveals that few changes to these conceptions occurred over the 13‐week length of the courses and we therefore focus our discussion on the complicated question: why did there appear to be such modest changes to the preservice teachers’ initial ideas about learning, teaching science and the nature of science?.

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