This study investigates prospective teachers’ conceptions of science theories before and after instruction. Instruction focused specifically on prospective teachers’ misconceptions that theories are not used to predict, that laws are more important than theories, and that theories are simply hunches. The action research investigation was successful in helping students accommodate new information presented in the lesson and facilitated their understanding towards the accepted explanation of what a theory in science means; however, the vernacular misconception that “theories are hunches” persisted.
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Abd-el-Khalik, F., Bell, R. L., & Schwarz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521. doi:10.1002/tea.10034
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Koenig, K., (Director), Koehler, D. (Producer), & Ingrao, A. (Assistant Producer) (2009). 400 years of the telescope: A journey of science, technology, and thought [television broadcast]. Red Lion, PA: Interstellar Studios Production, Public Broadcasting Service.
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Lemberger, J., Hewson, P. W., & Park, H. (1999). Relationship between prospective secondary teachers’ classroom practice and their conceptions of biology and of teaching science. Science Education, 83, 347-371.
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