Search results for: Prior learning

The purpose of this study was to investigate what kind of conceptions elementary school student teachers have regarding photosynthesis and whether or not a refutational text fosters an understanding of the phenomenon more effectively than a traditional, nonrefutational text. The authors were also interested in how the level of learners’ previous knowledge was connected to learning via different text types. The results indicate that pre-service elementary school teachers’ understanding of photosynthesis was relatively poor before they read the text. However, after reading the text, the participants achieved significantly better results, and thus the intervention was successful. The results also indicate that the refutational text supported students’ learning of photosynthesis more than the traditional, non-refutational text.

This study examines science learning experiences within a formal course structure that reaches out to informal learning environments. The six strands of science learning provide a framework for interpreting the prospective teachers’ responses to the friends and family assignments. The findings reveal that aspects of all six strands were evident in the responses, showing that the prospective teachers experienced increased interest and motivation, remembered and used scientific concepts and explanations, reflected on the process of learning for themselves and others, and actively participated in science activities. Involving friends and family outside of the class created ways for learners to think about and use their science knowledge across contexts.

The current research examined how students in foundation English classes perceive their Thai and native-speaking teachers. The authors aimed to explore three areas: (1) students' previous background in English-language learning, (2) students' general opinions and preferences for studying English with Thai or native-speaking teachers, and (3) student perceptions of studying with their current English teachers.

This paper analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories. The paper also examine how these experiences and learning are recognized in the first year of teacher education.The results show that prior experiences and learning are given implicit and indirect recognition.