Changes in Elementary Teachers’ Conceptions About Matter

Abstract

While research has investigated elementary teachers’ understanding of science content, such research is often limited to topics typically not addressed in elementary school curricula. Yet, research has illustrated that many elementary teachers struggle to accurately articulate and teach science concepts and professional development (PD) is needed. Therefore, this qualitative study sought to describe changes in in-service elementary teachers’ thinking about matter during a professional development targeting Next Generation Science Standards (NGSS) related to matter Our findings indicate that participants entered the PD holding a wide range of conceptions, including those that were described as vague and inaccurate, as well as a variety of ways to articulate accurate conceptions. After the PD, participants’ vague and inaccurate conceptions typically improved to accurate conceptions, but the variety of ways to articulate accurate conceptions often reduced to only the ways discussed in the PD. Implications for teacher education are discussed.

Additional information

Notes on contributors

Jerrid W. Kruse

Jerrid W Kruse ([email protected]) is an associate professor of science education at Drake University in Des Moines, Iowa.

Jesse Wilcox

Jesse Wilcox is an assistant professor of teacher education at Simpson College in Indianola, Iowa.

Lucas Menke

Lucas Menke is an undergraduate student at Drake University in Des Moines, Iowa.