EXPLORING CAMEROONIAN BIOLOGY PRE-SERVICE TEACHERS’ CONCEPTUALISATION OF SCIENTIFIC NOTIONS: PATTERNS, MISCONCEPTIONS, AND IMPLICATIONS FOR TEACHER EDUCATION

Lawrence Ntam Nchia, Ayina Bouni, Judith Ngansop Njomgang

Abstract


Scientific literacy is an important aspect of teacher training as it enhances pedagogical competence, fosters critical thinking, addresses misconceptions, aligns with the Nature of Science (NOS), prepares students for a knowledge-based society, and improves science curriculum implementation. This study addresses the conceptualization of some key scientific notions: theories, laws, principles, concepts, and facts by 17 biology preservice teachers. The theoretical framework adopted is Vergnaud’s theory of conceptual fields, which allows for a cognitive analysis of conceptualization in learning. A sequential exploratory mixed method was used to identify themes, misconceptions, and correlations among these notions. Results revealed varying degrees of accuracy in understanding: 17.5% demonstrated accurate conceptions, 47.2% exhibited mixed understanding, and 35.3% showed widespread misconceptions. Key misconceptions include viewing theories as mere hypotheses, conflating laws with moral principles, and reducing concepts to observable phenomena. Misunderstandings were more prevalent in abstract notions (theories, principles, and concepts) compared to empirical ones (facts, laws), highlighting the interconnected nature of these notions and key areas for targeted intervention. The study underscores the need for enhanced pedagogical strategies to clarify scientific hierarchies and interconnections in teacher education. Recommendations include targeted epistemological training, explicit NOS instruction, inquiry-based learning, and cognitive change strategies to address these gaps.

 

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misconception; pre-service teachers; theories; laws; principles; concepts; facts

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i5.5921

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