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Abstract Title: Teacher behavior drops with increasing expertise in pre-service science teachers
Abstract: The Introductory Astronomy Questionnaire (IAQ) was translated into Norwegian and given in adapted form to 42 pre-service science teachers at the largest teacher education institution in Norway. The IAQ was administered before and after instruction of a 12-hour astronomy module. One question prompted students to explain the difference between astronomy and astrology and another question probed students' understanding of 'the Big Bang as a theory'. In both questions, students were asked to "write a detailed account" of what they would have said to three year 10 students discussing these topics. In the pre-test, 18 (46%) and 14 (36%) students respectively responded in a pedagogical manner, displaying a clear focus on helping students learn. The remaining answers were written in an expert voice that did not make reference to the hypothetical students. In the post-test, however, only 2 (5%) and 5 (14%) students respond as teachers and the rest as experts.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Christine Lindstrøm
Oslo and Akershus University College
Pilestredet 52
Oslo, Non U.S. 0167
Phone: +4745793016
and Co-Presenter(s)
Vinesh Rajpaul, University of Oxford, UK
Megan Engel, University of Oxford, UK