Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change
Abstract
:1. Introduction
2. Theoretical Background
2.1. Misconceptions about Learning and the Brain
2.2. Conceptual Change in Biology Teacher Education
3. Materials and Methods
3.1. Research Questions
- What levels of professional knowledge (CK, PPK, PCK) and associations among these areas exist before and after students complete the university course?
- What levels of learning theory-based beliefs exist before and after students complete the university course?
- What effects do conceptual change texts have on the endorsement of neuromyths in comparison to reflection tasks on one’s own learning?
3.2. Research Participants
3.3. University Course
- −
- Cognitive psychological foundations: multi-store and multi-process model of memory, learning strategies theory
- −
- Neuroscientific foundations: structure and function of the brain, organization of long-term memory, long-term potentiation
- −
- Foundations related to biology didactics: students’ conceptions of brain functioning, instructional strategies for sustainable learning (e.g., self-regulated learning)
3.4. Conceptual Change Texts
3.5. Evaluation Methods
3.6. Data Analysis
4. Results
4.1. Professional Knowledge
4.2. Learning Theory-Based Beliefs
4.3. Misconceptions (Neuromyths)
5. Discussion
6. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Block | Session | Professional Knowledge | Content | Learning Experience | Homework Assignment |
---|---|---|---|---|---|
O | 1 | Organizational session | |||
I | 2 | PPK | Multi-store model of memory | Studies on attention, chunking, elaboration | ✕ |
3 | CK | Structure and function of the brain | Concept mapping | ✕ | |
4 | PCK | Students misconceptions (brain) | Classifying pupils’ misconceptions | ✕ | |
5 | Linking session | Designing teaching materials | |||
II | 6 | PPK | Learning strategies | Inventory of students’ own learning strategies | ✕ |
7 | CK | Memory systems & knowledge types | School-based learning experiments | ✕ | |
8 | PCK | Self-regulated learning | Storylining | ✕ | |
9 | Linking session | Designing teaching materials | |||
III | 10 | PPK | Process model of memory | Placemat | ✕ |
11 | CK | Cellular mechanisms of learning | Structure formation technique | ✕ | |
12 | PCK | Learning aids & instructional support | Network method | ✕ | |
13 | Linking session | Designing teaching materials | |||
O | 14 | Organizational session |
Instrument | Example Item (Translated from German) |
---|---|
CK about curricular content in neuroscience | Select the correct option (1 answer) Which part of the brain is responsible for motor skills? The cerebellum The cerebrum The corpus callosum The forebrain |
PPK about psychology of human learning | Select the correct options (multiple answers): Which of the following are components of working memory? Central executive Semantic memory Iconic storage Phonological loop |
PCK about instructional strategies for sustainable learning | Name three school experiments on the topic of learning. 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ |
Instrument | Scales (Number of Items) | αPost |
---|---|---|
Learning theory-based beliefs [83] | ||
Beliefs about teaching & learning in biology | • Transmissive beliefs (7) • Constructivist beliefs (7) | 0.87 0.88 |
False single beliefs [77] | ||
Misconceptions about learning & the brain | • Neuromyths (11) | 0.78 |
Professional Knowledge | Pre-Mean in % (SD) | Post-Mean in % (SD) | t | p | d |
---|---|---|---|---|---|
PPK | 31.38 (8.00) | 55.99 (17.41) | −12.87 | ≤0.001 | 1.3 |
CK | 32.27 (14.55) | 51.59 (15.86) | −5.81 | ≤0.001 | 1.3 |
PCK | 24.17 (8.47) | 50.97 (15.72) | −15.47 | ≤0.001 | 1.7 |
Beliefs about Teaching & Learning in Biology | Pre-Mean (SD) | Post-Mean (SD) | t | p | d |
---|---|---|---|---|---|
Constructivist beliefs | 3.59 (0.43) | 3.58 (0.41) | 0.30 | 0.765 | 0.0 |
Transmissive beliefs | 2.29 (0.65) | 2.03 (0.64) | 3.95 | ≤0.001 | 0.4 |
Misconception (Neuromyth) | Endorsement (%) | Ranks | z | p | r | |||
---|---|---|---|---|---|---|---|---|
Pre- | Post- | − | o | + | ||||
Information is stored in specific locations (hard drive) | 83 | 5 | 35 | 5 | 0 | −5.28 | ≤0.001 | 0.590 |
Learning while you sleep | 68 | 3 | 33 | 5 | 1 | −5.05 | ≤0.001 | 0.565 |
Existence of learning styles | 95 | 38 | 32 | 7 | 1 | −4.97 | ≤0.001 | 0.556 |
Blocked learning is better than interleaved | 58 | 3 | 29 | 11 | 0 | −4.82 | ≤0.001 | 0.538 |
Only use 10% of the brain | 48 | 10 | 28 | 9 | 3 | −4.05 | ≤0.001 | 0.453 |
Learn best before age 3 | 78 | 38 | 26 | 12 | 2 | −3.93 | ≤0.001 | 0.439 |
Effectiveness of Brain Gym | 90 | 55 | 21 | 12 | 7 | −3.28 | 0.001 | 0.367 |
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Grospietsch, F.; Mayer, J. Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change. Educ. Sci. 2018, 8, 120. https://doi.org/10.3390/educsci8030120
Grospietsch F, Mayer J. Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change. Education Sciences. 2018; 8(3):120. https://doi.org/10.3390/educsci8030120
Chicago/Turabian StyleGrospietsch, Finja, and Jürgen Mayer. 2018. "Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change" Education Sciences 8, no. 3: 120. https://doi.org/10.3390/educsci8030120
APA StyleGrospietsch, F., & Mayer, J. (2018). Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change. Education Sciences, 8(3), 120. https://doi.org/10.3390/educsci8030120