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)orcid ; 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: 0218-8791
1742-6855
Field of Research (FOR): 130103 Higher Education
130212 Science, Technology and Engineering Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 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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