Research supports that the use of intentional, metaconceptual teaching practices enhances teacher candidates’ conceptual change, thus affecting teacher candidates’ accumulation of new knowledge and understanding. With the increased focus on and need to accommodate the calls for enhanced science teacher education of the Next Generation Science Standards and the related practices of science, it is important to consider how teacher preparation programs enact conceptual change among teacher candidates that align with the current calls. This study examines intentional, metaconceptual teaching activities coupled with observational field experiences with mentor scientists to determine whether engagement in these activities affects teacher candidates’ understandings of the practices of science. Results indicate that teacher candidates did enhance their understandings of the practices of science after participation in one science methods course incorporating metaconceptual teaching activities and observational field experiences. Individual and overall results are discussed along with implications for future research and practice.
Wendt, Jillian L. and Huderson, Brandy
"The Influence of Observational Experience and Metaconceptual Teaching Activities on Secondary Science Teacher Candidates’ Conceptual Understandings of the Practices of Science,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 16:
1, Article 19.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol16/iss1/19