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http://dx.doi.org/10.14697/jkase.2006.26.1.68

Preservice Elementary Teacher Mental Models about Astronomical Phenomena: Seasons and Moon Phases  

Oh, Jun-Young (Department of Science Studies, Pusan National University)
Kim, Yoo-Shin (Department of Science Studies, Pusan National University)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.1, 2006 , pp. 68-87 More about this Journal
Abstract
The aim of this study was to understand the components that influence the mental models of preservice elementary teachers on the astronomical phenomena of seasons of the year and lunar phases of the month. For this, participants were selected from a university of education. Data was collected from a paper-pencil test and individual interviews with the participants. The results of this study showed that the preservice teachers had apparent synthetic mental models, and that the 'Distance Theory' and 'Occlusion Theory' had the greatest effect on their mental models. Furthermore, it was found that preservice elementary teachers' initial mental models of 'astronomical phenomenon' had their origin in personal belief sets (specific theory) related to 'astronomical phenomenon'. It was on these belief sets that they interpreted their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources for overcoming these synthetic mental models were also discussed in this paper. Lastly, implications for preservice elementary teacher education were presented.
Keywords
astronomical phenomena; mental model; framework theory; specific theory;
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