Promoting Student Teacher Learning through Conceptual Change or Direct Instruction.

Tillema, H. H.; Knol, W. E.

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Peer reviewed

ERIC Number: EJ551354

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0742-051X

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Promoting Student Teacher Learning through Conceptual Change or Direct Instruction.

Tillema, H. H.; Knol, W. E.

Teaching and Teacher Education, v13 n6 p579-95 Aug 1997

The effects of prior beliefs on student teachers' construction and utilization of new educational knowledge bases were investigated. Students participated in either conceptual change or direct instruction programs. Although conceptual change outperformed direct instruction, results suggest that conceptual change can improve performance but only superficially if there is no concurrent belief change. (SM)

Descriptors: Attitude Change, Elementary Secondary Education, Higher Education, Knowledge Base for Teaching, Learning Strategies, Preservice Teacher Education, Prior Learning, Student Experience, Student Teacher Attitudes, Student Teachers, Student Teaching, Teacher Competencies, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A