Impact of Reviewing Videos of Exemplary Science Teaching on Pre-service Teachers' Conceptions of Good Science Teaching

Abstract

This paper reports on some interesting findings of a curriculum innovation conducted by a group of science ed The University of Hong Kong. A CD-ROM consisting of videos of two lessons by different teachers dem exemplary science teaching was used to elicit the conceptions of good science teaching of student teachers e the one-year postgraduate teaching education course at several stages during the programme. It was foun videos acted as an effective probe to elicit student teachers’ conceptions and had significant impact on those co prior to the commencement of formal instruction. The videos have reinforced, shaped and developed studen conceptions of good science teaching through the provision of teacher models demonstrating exemplary teac has extended their awareness of alternative teaching methods and approaches not experienced in their own broadened their awareness of different classroom situations, provided proof of existence of good practices and them to reflect on their preconceptions of good science teaching. In several ways, the videos act as a socializing the transition of participants from the role of student to the role of teacher. This project has been a good learning experience for us, in that it has been a powerful stimulus for us to reflect o improve our programme. The interviews with our students prior to the formal instruction have not only gi understanding of our students’ prior conceptions of good science teaching but also a sense of their past experi hopes and fears that influence their conceptions of science teaching.