Research studies show that teachers of different grade levels hold various erroneous ideas about human circulatory system and blood circulation. The purpose of this study was (1) to explore prospective early childhood education teachers’ understanding of selected concepts related to human circulatory system and blood circulation; and (2) to evaluate the usefulness of learning activities for promoting participants’ understanding about circulatory system and blood circulation. The context of this study was an undergraduate course concerns with development of scientific and mathematics concepts and how children acquire and use scientific concepts. Quantitative and qualitative data were collected from 35 participants enrolled in two different sections taught by the author in two consecutive semesters using two learning activities (individualized/group drawing and individualized/group writing and discussion) as an assessment tool designed to reveal participants’ understanding about the selected concepts. Results indicated that three categories of alternative understanding emerged related to heart structure and function, blood circulation, and blood vessels. Results also indicated that individualized and group drawing was more effective than individualized and ‘group writing and discussion’ in revealing the extent of and promoting participants’ understanding of the selected circulatory system and blood circulation concepts. Implications of these findings were also discussed.
|Keywords:||Biology Education, Misconception, Teacher Preparation, Learning, Circulatory System|
Associate Professor, Department of Curriculum and Instruction , Faculty of Education, United Arab Emirates University, Al-Ain, United Arab Emirates