Proposal Abstract

This presentation will enable you to ‘experience' a course for preservice primary teachers that was underpinned by 1) interactive, group participation in rich, authentic tasks that involved cognitive dissonance; 2) a unique combination of experiences culminating in “Conception Reflections” that prompted students to reflect on, critique and evaluate their prior knowledge. Because the course had the potential to reduce learner confidence, this project evaluated the students' pre- and post-course attitudes to science, and their responses to the unique course experiences. These responses will be shared in the presentation. The session will provide opportunities for discussion around such issues as: What kinds of compromises does this approach require from the lecturer? How appropriate is this approach for other ‘non-science' students' or for science students themselves? All the resources developed for the course will be made available in digital format to the participants at the session, or via a website being developed for elementary teachers.

Location

Room 2904

Publication Type and Release Option

Presentation (Open Access)

 
Mar 11th, 11:00 AM Mar 11th, 11:45 AM

Exposing Inadequate Knowledge Frameworks While Building Learner Confidence? Strange, but Successful, Bedfellows

Room 2904

This presentation will enable you to ‘experience' a course for preservice primary teachers that was underpinned by 1) interactive, group participation in rich, authentic tasks that involved cognitive dissonance; 2) a unique combination of experiences culminating in “Conception Reflections” that prompted students to reflect on, critique and evaluate their prior knowledge. Because the course had the potential to reduce learner confidence, this project evaluated the students' pre- and post-course attitudes to science, and their responses to the unique course experiences. These responses will be shared in the presentation. The session will provide opportunities for discussion around such issues as: What kinds of compromises does this approach require from the lecturer? How appropriate is this approach for other ‘non-science' students' or for science students themselves? All the resources developed for the course will be made available in digital format to the participants at the session, or via a website being developed for elementary teachers.