IMPACT OF PRIOR PHYSICS AND CHEMISTRY KNOWLEDGE ON LEARNING BIOLOGY: AN ALTERNATE APPROACH TO PRE-SERVICE TEACHERS' MISCONCEPTIONS ABOUT BIOLOGY SUBJECTS

 
9783639147674: IMPACT OF PRIOR PHYSICS AND CHEMISTRY KNOWLEDGE ON LEARNING BIOLOGY: AN ALTERNATE APPROACH TO PRE-SERVICE TEACHERS' MISCONCEPTIONS ABOUT BIOLOGY SUBJECTS

Misconceptions about science subjects and self- efficacy of teachers and pre-service teachers have been the focus of researchers and educators for a few decades. Students? alternative conceptions or na´ve conceptions due to lack of scientific knowledge are called misconceptions. Students construct new concepts on prior knowledge. They fail constructing new concepts when they carry misconceptions. Research shows that students have misconceptions about many biology subjects; however, the effects of prior physics and chemistry knowledge on learning biology have not been studied extensively. This book attempts to provide in-depth information about how the pre-service teachers? beliefs and prior knowledge of physics and chemistry influence their own and their students? learning of biology concepts and achievement in biology by using a science concept test developed by the author. Previous research suggests that teachers who carry misconceptions are likely to introduce them to their students. The teacher development institutes, faculty members, researchers, pre- service teachers and the students can benefit from this book.

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About the Author:

Pinar Firat Mashnad, M.A.T.: Studied Science Education at the University of Texas at Dallas. Lecturer at the University of Texas at Dallas, Richardson.

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Book Description Book Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | AN ALTERNATE APPROACH TO PRE-SERVICE TEACHERS' MISCONCEPTIONS ABOUT BIOLOGY SUBJECTS | Misconceptions about science subjects and self-efficacy of teachers and pre-service teachers have been the focus of researchers and educators for a few decades. Students alternative conceptions or naïve conceptions due to lack of scientific knowledge are called misconceptions. Students construct new concepts on prior knowledge. They fail constructing new concepts when they carry misconceptions. Research shows that students have misconceptions about many biology subjects; however, the effects of prior physics and chemistry knowledge on learning biology have not been studied extensively. This book attempts to provide in-depth information about how the pre-service teachers beliefs and prior knowledge of physics and chemistry influence their own and their students learning of biology concepts and achievement in biology by using a science concept test developed by the author. Previous research suggests that teachers who carry misconceptions are likely to introduce them to their students. The teacher development institutes, faculty members, researchers, pre-service teachers and the students can benefit from this book. | Format: Paperback | Language/Sprache: english | 160 gr | 108 pp. Bookseller Inventory # K9783639147674

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Pinar Firat Mashnad
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Book Description VDM Verlag Mai 2009, 2009. Taschenbuch. Book Condition: Neu. Neuware - Misconceptions about science subjects and self- efficacy of teachers and pre-service teachers have been the focus of researchers and educators for a few decades. Students alternative conceptions or naïve conceptions due to lack of scientific knowledge are called misconceptions. Students construct new concepts on prior knowledge. They fail constructing new concepts when they carry misconceptions. Research shows that students have misconceptions about many biology subjects; however, the effects of prior physics and chemistry knowledge on learning biology have not been studied extensively. This book attempts to provide in-depth information about how the pre-service teachers beliefs and prior knowledge of physics and chemistry influence their own and their students learning of biology concepts and achievement in biology by using a science concept test developed by the author. Previous research suggests that teachers who carry misconceptions are likely to introduce them to their students. The teacher development institutes, faculty members, researchers, pre- service teachers and the students can benefit from this book. 108 pp. Deutsch. Bookseller Inventory # 9783639147674

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Pinar Firat Mashnad
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Book Description VDM Verlag Mai 2009, 2009. Taschenbuch. Book Condition: Neu. Neuware - Misconceptions about science subjects and self- efficacy of teachers and pre-service teachers have been the focus of researchers and educators for a few decades. Students alternative conceptions or naïve conceptions due to lack of scientific knowledge are called misconceptions. Students construct new concepts on prior knowledge. They fail constructing new concepts when they carry misconceptions. Research shows that students have misconceptions about many biology subjects; however, the effects of prior physics and chemistry knowledge on learning biology have not been studied extensively. This book attempts to provide in-depth information about how the pre-service teachers beliefs and prior knowledge of physics and chemistry influence their own and their students learning of biology concepts and achievement in biology by using a science concept test developed by the author. Previous research suggests that teachers who carry misconceptions are likely to introduce them to their students. The teacher development institutes, faculty members, researchers, pre- service teachers and the students can benefit from this book. 108 pp. Deutsch. Bookseller Inventory # 9783639147674

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Book Description VDM Verlag, 2009. Paperback. Book Condition: New. Language: German . Brand New Book. Misconceptions about science subjects and self- efficacy of teachers and pre-service teachers have been the focus of researchers and educators for a few decades. Students? alternative conceptions or naïve conceptions due to lack of scientific knowledge are called misconceptions. Students construct new concepts on prior knowledge. They fail constructing new concepts when they carry misconceptions. Research shows that students have misconceptions about many biology subjects; however, the effects of prior physics and chemistry knowledge on learning biology have not been studied extensively. This book attempts to provide in-depth information about how the pre-service teachers? beliefs and prior knowledge of physics and chemistry influence their own and their students? learning of biology concepts and achievement in biology by using a science concept test developed by the author. Previous research suggests that teachers who carry misconceptions are likely to introduce them to their students. The teacher development institutes, faculty members, researchers, pre- service teachers and the students can benefit from this book. Bookseller Inventory # KNV9783639147674

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Book Description VDM Verlag Mai 2009, 2009. Taschenbuch. Book Condition: Neu. This item is printed on demand - Print on Demand Neuware - Misconceptions about science subjects and self- 108 pp. Deutsch. Bookseller Inventory # 9783639147674

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