Implementing Conceptual Change Teaching in Primary Science

A study was made of the extent to which 8 teachers in grades K-3 were able to implement a 2-week conceptual change science unit in their classrooms following a 4-week summer institute. The effects of the institute program, which was designed to help teachers develop the subject-matter and pedagogical knowledge needed to teach a unit on light and shadows, were assessed by analyzing (1) videotapes of lessons taught before and after the program, (2) interviews that measured students' understanding of light and shadows pehnomena before and after the unit was taught, and (3) teachers' written evaluations of their units. 1 year later, teachers were interviewed about their continuing use of the unit and conceptual change teaching strategies generally. Results, which indicated that the 8 teachers were generally successful in implementing a conceptual change unit of their own on light and shadows and in changing students' conceptions, are discussed in relation to case methods and cognitive-apprenticeship models of training.