This action learning project aimed to improve the quality of teaching and learning of science in the initial teacher education program. The project provided opportunities for student teachers to restructure their conceptions of science and science learning. The design of the project engaged student teachers in science investigation activities, which are very different from the typical science education courses. The theoretical base of the project is an intervention with the use of a pedagogy that facilitated the conceptual development of science, science teaching and science learning. Student teachers' conceptions of the nature of science, science teaching and science learning were revealed through interviews before and after their active learning experience. The findings showed that student teachers were just beginning to develop an awareness of different ideas to science teaching and learning. Though the project provided student teachers an initial realisation of an alternative approach of teaching - to construct understandings of science, which was different from the commonly used didactic approach, the effectiveness of this alternative approach was effected in terms of improved understanding of science, science teaching and science learning. Student teachers also stated that they were aware of the benefits, especially learners' active role, gained in the learning process, as well as the challenge to their existing ideas of science, science teaching and learning. The findings of the project facilitated both Institute lecturers and student teachers to develop understanding on student teachers' science learning experience. Copyright © 2001 Action Learning Project.
|Title of host publication
|Further case studies of improving teaching and learning from the Action Learning Project
|David KEMBER, Sally CANDLIN, Louisa YAN
|Place of Publication
|Action Learning Project
|Published - 2001
CitationSo, W. M. W., Cheng, M. H. M., Fong, M. W. P., Ng, P. H., & Tang, K. Y. (2001). Constructing conceptions about science, science teaching and science learning in initial teacher education. In D. Kember, S. Candlin, & L. Yan (Eds.), Further case studies of improving teaching and learning from the Action Learning Project (pp. 265-278). Hong Kong: Action Learning Project.
- Primary Education
- Teacher Education and Professional Development