A case study of a teacher examining her 4th graders’ conceptual understanding of factors causing day and night, seasons, and the phases of the Moon is presented. The teaching example and the data-collection are sourced from the Danish continuous professional development (CPD) project QUEST. The study is framed referring to research from the two fields of CPD and students’ alternative conceptions in science. Methods include categorizing and coding 160 pre and post annotated drawings, and analysing a semi-structured interview with the case-teacher using a previously developed meaning-making model. The pre-teaching annotated drawings reveal several alternative conceptions, but based on the post-teaching drawings the teaching must be seen as rather efficient in most areas concerning challenging students’ alternative conceptions; however not in relation to the phases of the Moon. The teacher re-designed her teaching informed by looking through the pre-teaching drawings. She did not analyse the drawings in a systematic way, but later emphasized the insight gained from seeing the analysis presented here. Nonetheless, she questioned whether teachers would find time for such analyses. While there are promising indications that this teacher will continue using pre- and post-assessment, the collaborative analysis of the drawings was rather superficial.
|Status||Udgivet - 2014|
|Begivenhed||NFSUN: Nordisk Forskersymposium - Helsinki, Finland|
Varighed: 4 jun. 2014 → 6 jun. 2014
|Periode||04/06/14 → 06/06/14|
- naturvidenskabelige fag