SCIENCE TEACHERS CONCEPTION OF TEACHING

IMPLICATIONS FOR TEACHER (OF CHEMISTRY )

EDUCATION

DISUSUN OLEH

SUSILO SUDARMAN

8126141017

PASCA SARJANA PENDIDIKAN KIMIA

2012

Introduction

In recent years, the conception which

science teachers hold about teaching have

been an expanding focus of attention.

The ideas which have contributed to the

study of conceptions of teaching have arisen

from two distinct bodies of research

There are some observation to be made about the above approaches or

conception of teaching

• 1. The list is not a complete one

• 2. The different conceptions need not be exclusive

• 3. There can be conflict between the different

conceptions

The workshop consists of a set of modules to be

worked though in pairs or small groups

1. A Participants decide on their answer to a set of

questions about a particular content topic and then

compare.

2. Participant read an essay which discusses different

patterns which Osborne and Glibert had observed in

student respons such as the use of self centered and

human centered viewpoints.

Studying conceptual changes as a newest strategy to study science

This leads us to concider a number of issues

which are not necessarily unique to this view, but

which are nonetheless germane to teaching

conciderations and the study of conceptual change

1. How can we describe conceptual change ?

2. What is it that change. What are conceptions ?

3. Is every example of conceptual change

different or are there categories of conceptual

change which can organize teachers thinking in

useful ways ?

4. what conditions must be established to initiate

the process of conceptual change.

5. how can the process be nurtured once initiated ?

Based on experiences in the clasroom and

understanding of conceptual changes described in the

literature I will suggested the following three potential

categories as a strat for taxonomy

1. Differntiation

2. Class Extension

3. Reconceptualization