|Published online: March 16, 2015||$US5.00|
In the last forty years, studies on the conceptions of students and teachers in various science content domains have been one of the most important fields of research in science education. But there is no research work investigating students’ or teachers’ conceptions about bioclimatic houses. The current study focuses on prospective teachers’ conceptions about the bioclimatic house as a natural solar collector in winter. Specifically, it aims to investigate prospective teachers’ conceptions about the optimal orientation, the optimal sitting inside the plot, the preferable shape, the optimal size-orientation of the openings, and the interior layout of a bioclimatic house. One hundred thirty-three Greek prospective primary school teachers participated in this research. A written questionnaire consisting of five items was designed to collect the data. The data of this study was the individual written answers and justifications of the prospective primary teachers. The data was analyzed quantitatively. The results revealed that the majority of prospective primary teachers have alternative conceptions on the issues, which are different from scientific knowledge. Moreover, it emerged that prospective primary teachers’ ability to justify their answers is limited. The theoretical and practical implications of this research are discussed.
|Keywords:||Bioclimatic House, Teachers' Conceptions, Science Education|
The International Journal of Science, Mathematics, and Technology Learning, Volume 21, Issue 3-4, March 2015, pp.1-18. Article: Print (Spiral Bound). Published online: March 16, 2015 (Article: Electronic (PDF File; 721.714KB)).
Civil Engineer, Graduate Student, Department of Primary Education, University of the Aegean, Rhodes, Greece
Lecturer, Department of Primary Education, University of the Aegean, Rhodes, Greece