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Journal of Research in Science Teaching
written by Ian S. Ginns and James J. Watters
This research examines 321 preservice elementary teachers in a study designed to investigate their intuitive scientific ideas and understandings. Results reveal that the majority of subjects, with the exception of a high proportion of those who has a successful high school background in physics and chemistry, have misunderstandings regarding some physical science concepts.
Journal of Research in Science Teaching: Volume 32, Issue 2, Pages 205-222
Subjects Levels Resource Types
Education - Basic Research
- Alternative Conceptions
- Sample Population
= Instructor: Pre-service
- Elementary School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
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Formats:
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 2002 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/tea.3660320209
Keywords:
Classification, Elementary Education, Higher Education, Knowledge Level, Misconceptions, Physical Sciences, Preservice Teacher Education, Science Education, Scientific Concepts
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
May 28, 2011 by Lyle Barbato
Last Update
when Cataloged:
November 1, 2002
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
I. Ginns and J. Watters, J. Res. Sci. Teaching 32 (2), 205 (2002), WWW Document, (https://doi.org/10.1002/tea.3660320209).
AJP/PRST-PER
I. Ginns and J. Watters, An analysis of scientific understandings of preservice elementary teacher education, J. Res. Sci. Teaching 32 (2), 205 (2002), <https://doi.org/10.1002/tea.3660320209>.
APA Format
Ginns, I., & Watters, J. (2002, November 1). An analysis of scientific understandings of preservice elementary teacher education. J. Res. Sci. Teaching, 32(2), 205-222. Retrieved May 17, 2022, from https://doi.org/10.1002/tea.3660320209
Chicago Format
Ginns, Ian S., and James J. Watters. "An analysis of scientific understandings of preservice elementary teacher education." J. Res. Sci. Teaching. 32, no. 2, (November 1, 2002): 205-222, https://doi.org/10.1002/tea.3660320209 (accessed 17 May 2022).
MLA Format
Ginns, Ian S., and James J. Watters. "An analysis of scientific understandings of preservice elementary teacher education." J. Res. Sci. Teaching 32.2 (2002): 205-222. 17 May 2022 <https://doi.org/10.1002/tea.3660320209>.
BibTeX Export Format
@article{ Author = "Ian S. Ginns and James J. Watters", Title = {An analysis of scientific understandings of preservice elementary teacher education}, Journal = {J. Res. Sci. Teaching}, Volume = {32}, Number = {2}, Pages = {205-222}, Month = {November}, Year = {2002} }
Refer Export Format

%A Ian S. Ginns %A James J. Watters %T An analysis of scientific understandings of preservice elementary teacher education %J J. Res. Sci. Teaching %V 32 %N 2 %D November 1, 2002 %P 205-222 %U https://doi.org/10.1002/tea.3660320209 %O application/pdf

EndNote Export Format

%0 Journal Article %A Ginns, Ian S. %A Watters, James J. %D November 1, 2002 %T An analysis of scientific understandings of preservice elementary teacher education %J J. Res. Sci. Teaching %V 32 %N 2 %P 205-222 %8 November 1, 2002 %U https://doi.org/10.1002/tea.3660320209


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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