文章基本信息

标题：Prospective Teachers’ Perceptions of Science Theories: An Action Research Study
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作者：James P. Concannon ; Patrick L. Brown ; Erikka Brown 等
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：2013
卷号：4
期号：1
页码：82-88
DOI：10.4236/ce.2013.41011
出版社：Scientific Research Publishing
摘要：This study investigates prospective teachers’ conceptions of science theories before and after instruction. Instruction focused specifically on prospective teachers’ misconceptions that theories are not used to predict, that laws are more important than theories, and that theories are simply hunches. The action research investigation was successful in helping students accommodate new information presented in the lesson and facilitated their understanding towards the accepted explanation of what a theory in science means; however, the vernacular misconception that “theories are hunches” persisted.
关键词：Nature of Science; Theory; Prospective Teachers; Science Misconceptions