Employing Analogies and Models to Engender Conceptual Change in Science Amongst Pre-service Primary School Teachers in Fiji

Title
Employing Analogies and Models to Engender Conceptual Change in Science Amongst Pre-service Primary School Teachers in Fiji
Publication Date
2001
Author(s)
Taylor, Neil
( author )
OrcID: https://orcid.org/0000-0001-8438-319X
Email: ntaylor6@une.edu.au
UNE Id une-id:ntaylor6
Coll, Richard K
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/02188791.2001.10594642
UNE publication id
une:22550
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.
Link
Citation
Asia Pacific Journal of Education, 21(1), p. 53-65
ISSN
1742-6855
0218-8791
Start page
53
End page
65

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