The Role of Microteaching on Pre-Service Primary School Science Teachers’ Conceptual Understandings Regarding Phases of the Moon

Date

2023-01-01

Author

Sağdıç, Ali
Şahin, Elvan

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Microteaching is a significant way to prepare pre-service teachers to overcome specific challenges in a natural classroom environment. It is widely accepted that pre-service science teachers gain pedagogical benefits from microteaching activities. Furthermore, microteaching enhances the conceptual understanding of the presenter on the related teaching topics. This research intends to map two pre-service science teachers’ conceptual understanding before and after engaging in microteaching on the concept of phases of the moon. The data were collected through pre and post-interviews and observations of microteaching. Activated knowledge elements during interviews and microteaching were determined and compared. The study’s results provided evidence that microteaching is a fruitful way to improve pre-service science teachers' understanding of phases of the moon. Furthermore, it was detected that both the quality and quantity of pre- service science teachers' knowledge elements increased after their microteaching engagements

Subject Keywords

Conceptual change, Microteaching, Phases of the moon

URI

http://dx.doi.org/10.55549/jeseh.1239054
https://hdl.handle.net/11511/102976

Collections

Department of Mathematics and Science Education, Article