Date of Award/Publication

2008

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

Students come to our science classrooms with a diverse set of ideas of how the world works, as do teachers. When these ideas are incorrect, they are sometimes referred to as misconceptions and can come from a variety of sources. Misconceptions can come from books, television, and simple life experiences. It is imperative that teachers uncover these misconceptions in order to properly teach scientific concepts. What happens however when teachers do not know enough content to be able to uncover these misconceptions? How does the pedagogy suffer? This research explored the intersection of pedagogical knowledge and content knowledge (PCK) and showed that many teachers are unable to uncover basic science misconceptions via a true/false science beliefs quiz.

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