Inservice elementary and middle school teachers' conceptions of photosynthesis and respiration

Rebecca Mc Nall Krall, Kimberly H. Lott, Carol L. Wymer

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers' conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was utilized to assess 76 inservice elementary and middle school teachers from the central Appalachian region. Outcomes from four tasks assessing photosynthesis and respiration concepts are discussed. Findings revealed similarities between non-scientific conceptions the teachers demonstrated and non-scientific conceptions reported in the research literature on elementary and middle school students' understanding of the concepts. Findings also informed subsequent inservice teacher professional development efforts in life science and the development of a biology course for preservice elementary teachers.

Original languageEnglish
Pages (from-to)41-55
Number of pages15
JournalJournal of Science Teacher Education
Volume20
Issue number1
DOIs
StatePublished - Feb 2009

Keywords

  • Elementary school
  • Inservice teachers
  • Life science
  • Middle school
  • Misconceptions
  • Photosynthesis
  • Respiration
  • Science education
  • Teacher preparation

ASJC Scopus subject areas

  • Education

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