Source: Journal of Science Teacher Education, Volume 19, Number 5 / October 2008, pages 417-435
In this study, the authors determined the effectiveness of the inquiry-based Itakura method for mediating alternate conceptions of preservice elementary teachers.
The 38 preservice teachers participated in an integrated mathematics, science, and technology methods course. The authors investigated alternate conceptions in the expansion of solids due to heating. There was a significant increase in participants’ immediate learning gains after participating in the Itakura method.
Retention data was gathered after 1, 2, and 3 months. After 3 months, retention levels dropped slightly, but not significantly. Responses revealed that the majority of the participants did not revert back to alternate conceptions after 3 months.