Implementing and evaluating a sequence of instruction on gaseous pressure with pre-service primary school student teachers

Abstract

This paper describes a teaching sequence on gaseous pressure which was implemented with a group of pre-service primary teachers in Fiji. The sequence was intended to provide the subjects with a strong visual model of particle behaviour which they then applied to a series of collaborative science activities for which they attempted to construct explanations. Quantitative and qualitative data obtained during the evaluation suggested that the teaching sequence offered considerable potential for improving students' understanding of this conceptually difficult topic.