Student‐teachers’ conceptions of science, teaching and learning: a case study in preservice science education

Abstract

The conceptions of the nature of science, teaching and learning were identified through a questionnaire at the beginning of the training programme for secondary school level student‐teachers. Responses were further analysed and categorized. Five distinct conceptions were identified for the nature of science, two for teaching, and three conceptions for learning. It was surprising to find such a large variation of views about science at this stage of their careers, since all student‐teachers in the sample had completed a Bachelor degree in pure sciences or engineering. The paper discusses the view that science teacher educators should consider the repertoire of conceptions brought by student‐teachers during the training programme, especially if implementing a constructivist teacher education programme whose final goal is the serious consideration of children's intuitions during science instruction.