The Progression of Prospective Teachers’ Conceptions of School Science Content
Source: Journal of Science Teacher Education, Volume 22, Issue 4, p. 291-312 (June 2011).
The paper is aimed to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy.
The participants’ written output was analyzed in various categories—selection of content, types of content and their relationships, levels of complexity, and presentation of content to pupils.
There was evidence for some progress in their conceptions of the content from a traditional view to another that the authors termed intermediate.
Finally, the authors present a General Itinerary of Progression on school content that could serve as a referent for initial teacher education.