P222: What do pre-service elementary school teachers know about the particulate nature of matter and phase changes? [WITHDRAWN]

Author: Mehmet Aydeniz, University of Tennessee, USA

Co-Author: Tam'ra-Kay Francis, University of Tennessee, Knoxville, USA

Date: 8/4/14

Time: 11:50 AM12:10 PM

Room: LOH 164

Related Symposium: S25

A teachers’ understanding of a specific science topic is central to the sophistication level of their pedagogical content knowledge (PCK). Effective teachers ask why is it important for students to know a concept and what they intend for students to learn about an idea. It may even involve knowledge about student thinking that influences teaching a particular concept. Simply put, PCK affects how a teacher delivers content knowledge in a comprehensible form essential to a students’ conceptual understanding. The purpose of this study was to identify students’ misconceptions about phase changes and particulate nature of matter, and explore the effect of a teaching method on students’ conceptual understanding of phase changes and particulate nature of matter. By exploring pre-service elementary teachers’ conceptions, this should inform us on how we may go about preparing pre-service elementary teachers to teach about the particulate nature of matter and phase changes in the classrooms.