An Analysis of Knowledge Structure, Diversity and Diagnostic Abilities Among Pre-Service Science Teachers Within the Domain of Oxidation and Reduction Chemistry |
| |
| Authors: | Paul J Bischoff Leanne Avery Constance Feldt Golden and Paul French |
| |
| Institution: | (1) Department of Science Education, The State University of New York, College at Oneonta, Oneonta, NY, USA;(2) Department of Elementary Education and Reading, The State University of New York, College at Oneonta, Oneonta, NY, USA;(3) Department of Elementary Education and Reading, The State University of New York, College at Oneonta, Oneonta, NY, USA;(4) Department of Physics, The State University of New York, College at Oneonta, Oneonta, NY, USA |
| |
| Abstract: | The purpose of this study was to investigate the development of preservice science teachers’ knowledge structures in the domain
of oxidation and reduction chemistry. Knowledge structures were elicited through video-recorded semi-structured interviews
before and after the unit of instruction, and analyzed using a visual flow map representation. Paralleling these interviews,
the preservice teachers were tasked with diagnosing middle school students’ scientific understandings. Data analyzed quantitatively
and qualitatively showed large variation in knowledge structure complexity across the preservice teachers, strong correlations
between measures of knowledge structure and diversity (as defined by the Shannon Wiener diversity index), and the development
of more balanced knowledge structure representations. For most preservice teachers, their diagnostic scores of the middle
school students showed a small increase. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
