1Third Misconceptions Seminar Proceedings (1993) Paper Title: Changes In The Structure of Pedagogical Knowledge in Mathematics and Science Preservice Teachers

Abstract: This study investigated changes in preservice mathematics and science teachers ' knowledge structures related to effective teaching during the final year of their teacher preparation program. The research questions included: (1) How do student teachers ' concepts of effective mathematics or science teaching change through time?; (2) What experiences and factors influence changes in the organization of students ' concepts related to teaching?; and (3) Do student teachers radically reconstruct their knowledge? Ten seniors in middle grades teacher education participated in the study. Each student drew concept maps, completed card sorting tasks and participated in four structured interviews during the senior year. The findings of the study indicated that student teachers underwent a radical reconstruction of their knowledge related to teaching during the middle of student teaching. Analysis of the concept maps and the multidimensional scaling revealed that most of the changes in knowledge structures occurred during the middle of student teaching and these changes were a result of the student teachers' experiences with students and other teachers