Science misconceptions held by preservice elementary teachers

The present study was conducted to determine the science misconceptions held by preservice elementary teachers. Understanding of fundamental elementary science concepts from life, earth and physical science was assessed using a forty item instrument. Follow up interviews were held to determine the sources of gross misconceptions identified on the test. Results indicate that preservice elementary teachers harbor a number of science misconceptions with most misconceptions being in the physical science domain followed by earth and then life science. Several sources of misconceptions emerged during the interview sessions. Subjects cited teachers, texts (reading material and diagrams), and previous experience as sources of misconceptions. The interviews also uncovered incorrect connections and inferences made by the subjects using accurate conceptions but employing them in an incorrect fashion. The results of the study suggest that consideration must be given to the identification and modification of preservice teachers' science misconceptions if they are to teach science effectively.