Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/22361
Title: | Employing Analogies and Models to Engender Conceptual Change in Science Amongst Pre-service Primary School Teachers in Fiji | Contributor(s): | Taylor, Neil (author) ; Coll, Richard K (author) | Publication Date: | 2001 | DOI: | 10.1080/02188791.2001.10594642 | Handle Link: | https://hdl.handle.net/1959.11/22361 | Abstract: | In this work, we report the use of analogies and models in the training of Fiji pre-service primary school science teachers. The rationale for the study was to evaluate how well this form of pedagogy, developed in a Western context, would transfer to a different cultural setting. An intervention involving extensive use of physical and diagrammatic analogies and physical models was found to improve students' conceptual understanding of fundamental concepts relating to, matter and how it changes. Post-intervention interviews revealed clearer understanding and some participants linked their improved understanding directly to the use of specific analogies and models used in the intervention. The implications of the research for the training of pre-service primary teachers in Fiji are discussed. | Publication Type: | Journal Article | Source of Publication: | Asia Pacific Journal of Education, 21(1), p. 53-65 | Publisher: | Routledge | Place of Publication: | United Kingdom | ISSN: | 1742-6855 0218-8791 |
Fields of Research (FoR) 2008: | 130103 Higher Education 130212 Science, Technology and Engineering Curriculum and Pedagogy 130202 Curriculum and Pedagogy Theory and Development |
Socio-Economic Objective (SEO) 2008: | 930103 Learner Development 930302 Syllabus and Curriculum Development 930201 Pedagogy |
Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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