{'fraction_non_alphanumeric': 0.014973262032085561, 'fraction_numerical': 0.0, 'mean_word_length': 5.410958904109589, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Employing Analogies and Models to Engender Conceptual Change in Science Amongst Pre-service Primary School Teachers in Fiji

Abstract In this work, we report the use of analogies and models in the training of Fiji pre-service primary school science teachers. The rationale for the study was to evaluate how well this form of pedagogy, developed in a Western context, would transfer to a different cultural setting. An intervention involving extensive use of physical and diagrammatic analogies and physical models was found to improve students' conceptual understanding of fundamental concepts relating to, matter and how it changes. Post-intervention interviews revealed clearer understanding and some participants linked their improved understanding directly to the use of specific analogies and models used in the intervention. The implications of the research for the training of pre-service primary teachers in Fiji are discussed.